THE 



AMERICAN GRAMMAR. 



BY JAMES BROWN. 



PREPARED FOR THE USE OF SCHOOLS BY THE AUTHOR 



\ 



Is 



" When a country so idolizes its old forms as to tremble at an appeal from their 
use, the avenues to improvement are closed ; national reputation s.ickens; the ex- 
piring* rattle is heard in the larynx of genius, and the cold sweat of death covers 
the public budy— a republic must advance ; or it must retrograde.'' Appeal. 




pulatrdpttH : 

PUBLISHED BY CLARK & RASER. 

No. 60, Dock Street. 
1831. 






[Entered by James Brown, and Clakk & Raser, in the Office 

of the Clerk of the Eastern District of Pennsylvania, 1331 7 accord- 
ing to Act of Congress,} 



Ar* 



I 



ADVERTISEMENT. 



Nothing so effectually prevents improvement as a 
belief of present perfection. It is observed by Mr, 
Murray, that little improvement in English Grammar 
can be'expected at so late a period. This gentleman 
may have exhausted the source whence be has derived 
his'extensive compilations; but it does not follow that 
he has exhausted the principles of this science. The 
truth is, that Mr. Murray's Grammar is neither in ac- 
cordance with sound sense, nor with the principles of 
our language — and to sustain this position, the author 
of the American Grammar has published An Appeal 
from the British System of English Philology to 
Common Sense. The Appeal comprises about five hun- 
dred pages, and makes a full exposure of the defects, 
errors and contradictions, which pervade not only Mr. 
Murray's, but every other system that is founded upon 
the British principles of English Grammar. 

About twelve years since, the author of this work 
began those investigations in English Philology, 
which have resulted in this system. He commenced 
by forming a new nomenclature, which, in his opinion. 
is absolutely necessary to a clear and satisfactory de- 
velopment of the Grammar of the language. About 
this time he printed his first work, which makes but 
two parts of speech; namely, Primary and Secoksary. 

1. The Primary is a word which is constructively in- 
dependent; as, man, book. 

2. The** Secondary is a word which is constructively 
dependent; as, "a good man walks uprightly in all his 
ways." 

Since the time of the author's first publication, he has 
printed twenty works upon this science; these have 
been robbed by the herd of simplifiers, and made the 
foundation of those overgrown pretensions which have 



ADVERTISEMENT. 



disgusted the people, and disgraced their modest au- 
thors. It is unnecessary to enumerate the names of the 
whole family of these plagiarists, and new modellers — * 
yet, out of compliment to those who have recommended 
the author's works by a liberal and free use of their 
principles, it seems a duty to mention a Greenleaf an 
Ingersoll, a Car dell, a Kirkham, and a Gould Brown! 
That these writers are dishonest authors, the different 
works published by the author of the American Gram- 
mar, most clearly demonstrate; and that they are un- 
successful ones, time, which must give a faithful ac- 
count of their/are, will, not far hence, place beyond dis- 
pute. 

Since the author's first publication upon this science, 
he has printed others upon the same subject, in which 
he has restored the old nomenclature — but as these have 
not been so well received as the first, he has come to- 
the resolution to make the second attempt at the intro- 
duction of a new nomenclature. 

This work, like the first, makes but two parts of 
speech — but instead of Primary and Secondary, they 
are Noun and Adjective. 

It is generally thought by those who have merely 
heard of the philological works of John Horne Tooke, 
that this distinguished Grammarian has presented in 
his "Diversions of Purley" a system of English Gram- 
mar; and that this system makes but two parts of 
speech. But he has attempted to form no system of 
Grammar — nor does he pretend to say how many parts 
of speech there are in any language! He does assert, 
however, that all the Conjunctions, Prepositions, &e. in 
our language, have been derived from nouns or verbs. 
But he does not even intimate that the words derived 
from this source, should now be considered and called 
nouns and verbs! Perhaps no one but Mr. Cardell has 
ever attempted to class, and name words according to 
their source of derivation — a principle which^Would in- 
clude detract and detraction in the same class; thus 
making detraction a verb! 

The system here presented is so far from being a de- 
parture from the principles upon which the author's 
first attempts were made, that it is a very close con- 
formity to them. Of the works which the author's 



ADVERTISEMENT. V 

inceptive stages of investigation produced, most of the 
gentlemen whose names are here presented, spake in 
quite flattering terms — And, although the author does 
not rest the introduction of his system upon the autho- 
rity of great names; yet, as philosophers and moralists, 
4 theologians and politicians have resorted to the opi- 
nions, and concurrent testimony of distinguished indi- 
viduals to obtain a sanction for their doctrines and 
systems, he deems it proper to present to the public the 
opinions which eminent scholars and teachers have ex- 
pressed of his work: 

His Excellency, De Witt Clinton. 

E. Nott, President of Union College. 

Rev. John Findlay, A.M., Baltimore. 

Rev. Samuel Blatchford, Lansingburg. 

Prof. Yates, Union College. 

Rev. John Chester, Albany. 

Rev. C. G. Somers, New York. 

W. A. Tweed Dale, Principal of the Lancasterian School, Albany. 

Rev. D. H. Barnes, classical teacher, New York. 

C. Schaeffer, Pastor of Christ Church, New York. 

Rev. Solomon Brown, Principal of the Classical and Belles Lettres 
Academy, New York. 

Rev. D. Parker, A.M. Principal of Broad-street Academy, New York 

Caroline M. Thayer, Preceptress of Philom. Academy, New York. 

Charles Spaulding, Principal of Union Academy, New Brunswick. 
New Jersey. 

L. S. Lownsbury, Principal of Village Academy, New York. 

C. K. Gardner, A.M. Washington City. 

Richard R. Fenner, teacher, Baltimore; 

James Gould, teacher, Baltimore. 

Mr. Stewart, teacher, Baltimore. 

Rev. Thomas Wheat, Principal of the Academy appended to St. 
Paul's Church, Alexandria. 

Benjamin Hallovvell, one of the Principals of the Alexandria Classi- 
cal and Mathematical Boarding School. 

John R. Pierpont, Mechanics Hall Academy. Alexandria 

Mr. Allison, A. M., Classical teacher, Alexandria. 

Samuel Douglas, Esq., Harrisburg. 
Dr. A. T. Dean, Harrisburg. 
Roberts Vaux, Philadelphia. 

C. J. Ingersoll, Philadelphia. 
W. M. Meredith, Philadelphia. 

D. P. Brown, Philadelphia. 

Dr. W. C. Brinckle, Philadelphia. 
Dr. A. Comstock, teacher, do. 
Thomas A. Taylor, do. do. 
Mr. Slack, do. do. 

Mr. Goodfellow, do. do. 



VI ADVERTISEMENT. 

David Maclure, Philadelphia. 

Thomas M. Raser, Philadelphia. 

John M' Allison, Alexandria. 

E. Fouse, Philadelphia. 

S. H. Wilson, Philadelphia. 

Thomas J. Harris, Chambersburg. 

N. R. Smith, Pittsburg. 

John N. M'Nivins, Pittsburg. 

S. I. Anderson, Lt. U. S. Army, Minerva, Kentucky, 

Benjamin F. Reeve, Minerva, Kentucky. 

James H. Holton, Germantown, Kentucky. 

John Erhart, Newport, Rhode Island. 

N. B. The opinions of these gentlemen may be found 
at the close of the work. 



The folloicing names have been given by ten of the Professors in 
Mount St. Mary's Seminary, Emmettsburg. 

James Lynch, Barnard O. Cavanagh, 

J. Butler, John M'Clasky, 

John H. M'CafFery, Edward Sourin, 

James Carny, Edward Collins, 

Mathew Taylor, Thomas Butler. 



The Proceedings of the Legislature of Pennsylvania, in reference to 
the American Grammar, being in the form of a recommendation, 
it may not be amiss to insert them in this place. 

The fact is beyond doubt, that the subject of English 
Grammar has been in an unsettled state, from its com- 
mencement to the present period. And one of the many 
injurious results is that, schools are almost daily dis- 
turbed by the introduction of new Grammars. The 
people of the United States, feeling the bad effects of 
this course, must perceive that it proceeds from the 
defects of the British system of English philology: and 
they must also be satisfied that nothing can arrest the 
progress of this evil, but the true system! The citizens 
of Harrisburg, feeling the inconvenience and expense 
of this perpetual change in Grammars, and believing 
that it tends to retard the progress of youth in the study 
of this science, sent a petition to the Legislature of 
Pennsylvania, praying that body to investigate this sub- 
ject; and to recommend a system of Grammar for the 
use of Schools. This petition, of course, was referred 
to the Committee on Education, who, after a delibe- 



ADVERTISEMENT. Vll 

rate investigation, recommended "The American 
Grammar." 

The following is the report of the Committee, as 
published in the " Harrisburg Chronicle." 

" The Committee on Education, to whom was refer- 
red the petition of the citizens of Harrisburg, respect- 
ing the "AMERICAN GRAMMAR,"— Report:— 

"That they have had the subject under considera- 
tion, and after mature deliberation, they are satisfied 
that the American Grammar is a work every way enti- 
tled to the patronage of an intelligent legislature. 

" The English is a language which has been derived 
from various sources — hence it was long believed, 
among the learned, that it contained too many irregu- 
larities in structure, to admit a system of rules and de- 
finitions. This general impression prevented, for a 
long time, any attempts at the formation of a grammar 
for our language. At length, however, an attempt was 
made, and resulted in a mere translation of the Latin 
Grammar. This, of course, was found inapplicable to 
the true organization of the English language. Hence 
many attempts have been made to render the system, 
thus formed, more suitable to the singular structure of 
our vernacular tongue. But all these attempts have 
failed in a great degree, — so that even at the present 
day the old system but partially succeeds in reducing 
the grammar of the English language to a perfect set 
of rules and definitions. But the American system 
does, in the opinion of the Committee, accomplish this 
object. 

" The Committee offer the following resolution: — 

"Resolved, By the Senate and House of Representa- 
tives, Sec. That the Secretary of the Commonwealth 
be, and he is hereby authorized and required to sub- 
scribe, on the part of the Commonwealth, for so many 
copies of Brown's American Grammar, as shall not ex- 
ceed the amount of one thousand dollars." 



The American Grammar, then, is recommended by 
this committee, as a system perfectly suited to the genius 
of our language — and so well were they satisfied of the 
importance of having it become the prevailing Gram- 



¥111 ADVERTISEMENT. 

mar in their own state, that they subjoined to the re- 
commendation of the work, a resolution authorizing the 
Secretary of State to purchase copies to the amount of 
One Thousand Dollars for the encouragement of this 
system. 

The work has since been abridged, and is in this 
form presented to Teachers for experiment : and it is 
confidently believed that they will find it to settle the 
subject of English Grammar both as to manner and 
matter. 



The following, taken from the Carlisle Herald, 
will show the spirit of the proceedings of the Pennsyl- 
vania Legislature in relation to "The American Gram- 
mar." 

The editor of that paper begins thus — " Visit to Harris- 
hurg" — " The editor was at Harrisburg part of the last 
two days of the session of the Legislature, and wit- 
nessed the last proceedings of that body." u There 
was a subject that excited considerable interest. Our 
readers will recollect that the Committee on Education 
reported a resolution in favour of i Brown's American 
English Grammar/ requiring the Secretary of the 
Commonwealth to purchase §1000 worth of this work, 
This resolution was taken up on the evening of the 23d. 
A great degree of interest evidently existed in favour of 
Mr. Brown. And so bent on expressing their approba- 
tion of Mr. Brown's labours, were many in the house, 
that after the recess which the Legislature had, the fol- 
lowing resolution was offered :" 

"Resolved, That the Speaker be directed to draw his 
order on the State Treasurer for one hundred dollars, 
in favour of Mr. Brown, author of The American Eng- 
lish Grammar, as a token of the estimation in which 
his services are held by this House." 



PREFACE. 



Even a superficial observer of human affairs, can but be satisfied 
that the ease, accuracy, despatch and safety with which the trans- 
actions of life are conducted, depend upon the degree of skill which 
men possess in the use of language. Who has not found that many 
of the difficulties which distract society by setting member against 
member, arise from a want of that skill in language, which is ne- 
cessary to define the conditions of all those transactions that lie 
treasured up in words? It becomes every man and woman, there- 
fore, to understand, critically, the language of their own country — - 
and as an incentive to that careful attention which is necessary to 
such an understanding, let each one reflect upon the advantages of 
being able to use this instrument with ease, propriety and despatch. 

In the business of life, language is invaluable; how important, 
then, is a knowledge of it. In social intercourse, language is dear 
to all; how desirable, then, is that skill which enables one to use it 
with all the ease with which he can move the fingers of his hands. 
In the higher walks of life, language holds an elevated rank; how 
important, then, to the lady and gentleman, is a refined acquaint- 
ance with it. And to parents, who should ever superintend the 
education of their children, a philosophic knowledge of language is 
a blessing indeed. 

Nor is it of little importance to this nation, that her youth should 
be early and thoroughly instructed in the principles of the English 
tongue. Too little stress is laid upon the education of her children. 
Youth is the progressive state of both mind and body; and if either 
is neglected here, it never attains that height in excellence to which 
our species are capable of ascending. The proper nourishment for 
both, while in this state, is generous and constant action; and in 
exact proportion to the use of this, will be the strength of the body, 
and the capability of the soul. Children, as such, are passed by as 
of no real value to a nation — the fact, that from these young sap- 
lings are soon to be selected the pillars of the country, is rarely 
considered in its proper light, even by the American community. 

Youth is the season designed by nature for the formation of the 
mind— the expansion of the soul. But man, mistaken man, has 



X PREFACE. 

contradicted this, and thus brought himself to a state so feeble that 
he can hardly secure his rights or enjoy his freedom ! It is not 
pretended that American children are deprived of schools ; but it is 
verily believed, that they nearly waste their precious childhood by 
a false system of teaching. Is it too late for reform? If not, let it 
be commenced in the primary schools — let the language be under- 
stood by the teachers, and by them thoroughly taught to their pu- 
pils. Let the institutions in which youth complete their education, 
give attention to their own tongue : too much time is devoted to 
other languages. American statesmen must be acquainted with 
their own language, or this republic is of short duration. Even the 
constitution of the United States cannot be understood by two im- 
partial statesmen in the same way ! The senate cannot deter- 
mine by this instrument whether the Vice President should control 
the senatorial body, or whether this body should control him ! 
Thousands have already been unsuccessfully expended to settle this 
point from the language of that instrument, which has been drawn 
by the united talents of the ablest men that have ever adorned the 
Union. 

Nor is the senate disposed to agree with the distinguished gentle- 
man who has recently left the chair of state, as to the power of the 
President to send certain ministers and other officers from this, to 
foreign countries. 

Neither has the British parliament ever been able to comprehend 
its own acts, even when expressed by its own self, and in its own 
language ! 

Why, it may be asked, is this thing so ? Can it be ascribed to any 
defect in the language? Is it to be attributed to the complexity of 
legal science, and the abstruseness of political philosophy? Cer- 
tainly not — All will honestly ascribe these individual and national 
misfortunes to a want of skill in their own vernacular tongue. 
These sparrings, which exhaust a nation's wealth ; these concus- 
sions in the political elements, which carry horror in their vibra- 
tions; these eddies which sometimes whirl in amazement, nation af- 
ter nation; these adverse winds, that give being and energy to fac- 
tion, are the storms which ambition directs by riding on the clouds 
of the constitution! It is in these clouds that ambition lurks; and 
it is from these that the thunder of eloquence will burst — it is from 
these that the lightning of genius will play, first to the consterna- 
tion, then to the destruction of our political Eden ! This republic 



PREFACE. Xi 

] s not to be saved from the attacks of ambition, by a Brutus brandish- 
ing the crimson steel. The guardian power of America must be 
found in the intelligence of her people ; and as her language is the 
only instrument by which this can be acquired, let her schools be- 
gin the work which is to enlighten her as a people, and to preserve 
her an independent nation. If her systems are wrong, let her cor- 
rect them : let America not tremble at innovation — let her continue 
to use the burnisher of genius till the glitter of her spires, ascend- 
ing from her temples of science, shall light even her mother to 
fame. 

To the man of circumscribed views, innovation seems to imply a 
contempt for all former systems, and a total want of respect for their 
authors. But, he who has seen the clouds of literary night dissipate 
before the sun of improvement, the region of science grow lighter 
and lighter, and the horizon of truth extend from time to time, by 
repeated innovation, will soon overcome his attachment to absurd 
forms, and gladly promote that species of innovation which tends to 
build system upon truth and philosophy . 

The author of this work respects the various systems of English 
Grammar: he regards them as so many stepping stones by which 
the science has been brought to its present height of excellence. 
He respects their authors as men, and especially as the founders of 
so grand a commencement. He respects Mr. Murray, and tenders 
him thanks for the good he has done in the Republic of letters. So 
far from holding him in contempt, or his work in derision, he would 
fire his system with the sparks struck from the collision of its con- 
flicting principles: he would deposit its ashes in a golden urn, and 
preserve them in memory of his worth. 

The American Grammar, he is not insensible will oppose the 
wisdom of the learned, and the practice of years. But, it should be 
remembered that systems, the growth of ages, have been over- 
turned, and that principles, grey with centuries, have been found a 
delusive chimera. All that relates to man, is matter of progres- 
sion: we see the commencement, of Christianity in mere rituals 
and symbols: we find its perfection in Calvary's Crimsoned Top. 

Are you ready to reject this work because you have been brought 
up at the feet of Murray? remember him who was brought up at 
those of Gamaliel; listen to the cry of the Christians, and be re- 
minded of Paul's journey to Damascus: education had drawn a film 
•>ver his eyes; and a miracle was necessary to restore his sight. 



XII PREFACE, 

From the dictatorial attitude of the English literati, this produe 
tion may seem an infringement on the rights which they have so 
long claimed, and which this country has too long granted. It is 
remarked by European writers, that English literature should be 
the model for the literati in America, until this country produces 
a Newton, an Addison, &c. We confess a deep regard for the 
shades of these illustrious men ; but we would sooner build sepul- 
chres to England's ancient prophets, than believe in her living ones 
Where can stronger claims be laid to philological legislation, than 
in a country, distinguished for freedom and p owe r of speech? 

In the British system of Grammar, the sense is either lost by 
the use of improper terms, or enveloped in arbitrary rules, defini- 
tions, and exceptions. Indeed, the whole system resembles a ma- 
chine, hastily contrived, possessing a few grand movements, but too 
complicated, too feeble in most of its parts, and, in general, acting 
upon wrong principles. The author of this work, therefore, after 
mature examination of the European, has ventured to introduce 
new materials and new principles ; and to complete the remedy, 
he has extended his system to the relation of one assemblage of 
words to another assemblage. This work, therefore, is not only 
made a means for teaching the mere child-like relation of one word 
to another word, but an instrument for presenting that manly, men- 
tal, subtle coincidence, vibrating between the relative groups of the 
words which compose the sentence. This part of the American 
System is called construing, and treats of words in their collective 
action, their collective bearing, and in their collective import — and. 
while it may be clearly comprehended even by the minds of chil- 
dren; it is not unworthy of the close attention of men,, of scho- 
lars, of philosophers. Construing consists in dividing a sentence 
into sections or groups, ascertaining their true constructive rela- 
tion, learning their exact significant characters, and referring the 
inferior sections to their respective superiors. This Exercise urges 
the pupil to trace out the precise connexion of the sections, by fol- 
lowing the filaments which produce it; and thus fits him to discern 
the exact meaning of any writer whose language he may read, [t 
prepares the pupil to read with an understanding which render* 
study easy, delightful and profitable to him. Construing gives the 
pupil such a knowledge of language as qualifies him to acquire the 
other branches of education with an expedition, ease and satisfac- 
tion, which render study advantageous and pleasing, Made fami- 



PREFACE. Xlll 

liar with this process, the pupil's mind kindles into fervour; and he 
pursues his studies as much for the pleasure of the exercise as for 
the advantage of knowledge. And whether his eye is turned to the 
sign of the type, or his ear directed to the language of the tongue, 
he seizes the period with animation, moves along the constructive 
fibres which extend from section to section, works his passage 
through the entire sentence, and comes out with every thing which 
philosophy can glean or acuteness discern. 

The author of this work is far from desiring to exhibit a mere in- 
dependence of mind in the rejection of the British system of English 
Philology. Nor does he mention the excellence of the American, to 
institute an invidious comparison between the two — he does it to 
prevent an identity with those essays which have appeared within 
a few years, under the pretensions of improving the method of pre- 
senting the erroneous principles upon which the system of Murray 
has been founded. It differs much from all others. 

The American Grammar is a laconic system of English Philology, 
founded upon principles entirely new, and highly important. It 
settles all points contested among teachers — resolves all the diffi- 
culties of the pupil, and relieves the mind of all its grammatical 
scruples. It sets aside all other systems — exposes their defects, de- 
monstrates the little use of attending to them, and presents to the 
pupil, the unerring and only way to the Grammar of the English 
language. It urges the youthful mind to invention and thought — 
it undeceives the most accomplished Grammarian, and instructs the 
most profound Philologist: and it is, in a variety of ways and cases, 
the Clergyman's guide in scriptural exposition ; the Lawyer's inter- 
preter in juridical discussion.; and the Magistrate's confirmation in 
legal decision. 

Language is an emanation from God. It is the medium of com- 
munication from one finite mind to another, and a means of inter- 
course between man and his Maker. In construction it is inge- 
nious ; in purpose, noble ; and in application to thought, wonderful. 
As a gift, it claims our gratitude; as a science, it demands our 
highest attention ; and as a means of mental intercourse, it excites 
admiration and astonishment. 

Language is the mind's hand ; and, like that of the body, is em- 
ployed by many who are ignorant of its beautiful symmetry. But 
they that use it without understanding its principles, lose as much 
as those who strengthen their bodies without relishing their food^ 

B 



XIV PREFACE. 

In tracing this hand through all its changes and modifications, in 
understanding their causes and effects, and in seeing it follow the 
discursive parts of the mind, fasten upon its curiously formed no- 
tions, and reach them to others, we are led to God as its Origin. 

It has long been a contested point whether language is a divine 
revelation, or a human production. But when we trace it from 
cause to effect, we see more than human calculation. Man consists 
of two parts, a body and a mind ; this is journeying through life in 
that. Thus, the mind becomes a passenger; the body his chariot; 
ideas his baggage; the earth his inn; hope his food; and another 
world his destination. And such is the relation between the pas- 
sengers while on the way; that they are compelled to interchange 
their ideas. For this purpose, either God has furnished them with 
language, a ready means for this exchange, or the passengers 
themselves have made this instrument. When we reflect upon 
the passenger's connexion with his chariot : when we see him draw- 
ing to himself, through organic avenues, the various bbjects which 
constantly surround it, we discover what we cannot comprehend — 
but, when we behold him analysing these objects, forming correct 
notions of their component parts, and, with vocal organs attached 
to his vehicle, converting the air into sounds for the communication 
of those notions, we dwindle away before the magnitude of the pro- 
blem! 



THE 

AMERICAN GRAMMAR. 



Language is a mechanical instrument employed for 
the communication of ideas. 

REMARK. 

The word, language, is derived from lingua, the Latin name of 
the tongue — and from the importance of this organ in the formation 
of this instrument, the instrument itself is called language. 

Printing and writing, properly speaking, are the notes of lan- 
guage, and hear the same vicarious relation to this instrument, 
which the notes in music bear to the real music. But as printing 
and writing communicate our ideas, they in function identify them- 
selves with the great Lingua instrument — therefore these represen- 
tatives have come to be called by the name of the thing represented 
— Hence we have the phrases, "icritten language, printed lan- 
guage, and spoken language.' 1 But language in the true, confined 
sense, is that instrument which is formed out of voice by a marvel- 
lous play of wonderful organs upon sounds which are first produced 
by the actions of the windpipe upon the air that proceeds from the 
lungs. 

GRAMMAR. 

Grammar is the mere mechanism of language. 

REMARKS. 

The word, Grammar, is derived from the Greek Gramma, a let- 
ter. Hence this word has come to be the name of those principles 
which govern letters in their train from their alphabetical station, 
into words, and thence into sentences. A printed sentence is an 
instrument replete with thought, formed by a continued combina- 
tion of letters; and grammar is the name of the various principles 
which regulate the mechanical process in this combination. 

Grammar begins at the letters, a and b ; as, ab. Grammar, pro- 
perly so called, does not include figures of speech, purity of style, 
or elegance of diction. 

Grammar is universal and particular. 

1. Universal grammar is the mere mechanical phi- 
losophy of all languages. 

2. Particular grammar is the mechanical principles 



16 AMERICAN GRAMMAR. 

of a particular language; as, that of the English, Latin, 
Greek, French, &c. 

English Grammar. 
Engltsh grammar is a science comprising the con- 
structive principles of the English Language. 

REMARKS. 

English Grammar is the Rule for employing either sounds or 
letters, in the formation of words, so as to give each word its just 
orthographical form — for employing these words jn the formation 
of sentences, so as to give the words their proper deflections, and 
their right positions. Illustration. 

1. Fiber, acer, ofice, robur. 

In the first, there is an error in position — the e should follow the 
r — thus, fibre. 

In the second, a similar error is committed, and maybe corrected 
by placing the r before the e — thus, acre. 

In the third, the error lies in a deficiency — another f is wanting 
-—thus, office. 

In the fourth, there is an error which may be corrected by dou- 
bling the b. There is also a mistake in the fourth instance, which 
may be rectified by substituting e for u — thus, rob&er. 

2. Gramer. 

In this word, there is an error as well as a mistake. The error 
lies in the want of another m — the mistake, in mistaking e for a. 
The error may be corrected, and the mistake rectified thus, Grammar. 

The next part of grammar is the principle upon which words are 
formed into sentences. And in this one is liable to commit gram- 
matical errors in two or three respects only. First, in the deflection 
of the word — -secondly, in the position of it, and thirdly, in the po- 
sition of whole clauses or sections — 

Who does you speak of? 

This example presents the three points to be illustrated. The 
error in deflection, lies in who and does — and that in position, 
in of. The errors which are here committed, are strictly errors in 
grammar. And when they are corrected, the position of of is 
changed, and the form of who and does is varied thus — whom, do. 

Of whom do you speak? 

In the following instance, the error lies in the position of a whole 
clause or section. 

" What^ Pttiother grammar of the English language! 
says the man of letters upon the publication of this toork" 

The clause, " says the man of letters upon the publication of this 
work," should be placed immediately after what. 

What, says the man of letters upon the publication of 
this work, another grammar of the English language! 



AMERICAN GRAMMAR. 17 

The wrongly using of one word for, another, produces an error — 
but this is an error in rhetoric. For instance — 

" I have no hesitation in expressing the surprise 
which I received." 

The construction, or in other words, the mechanism of the sen- 
tence, is correct — but the rhetoric of it is bad — for we cannot pro- 
perly say that we receive surprise. This rhetorical mistake may 
be rectified by substituting felt for received. 

I have no hesitation in expressing the surprise which 
I felt, &c. 

These errors, however, do not fall within the science of grammar, 

Questions. 

1. What is language? 

2. From what is the word, language, derived? 

3. Why has language received the name of the 
tongue? 

4. What is grammar? 

5. From what is the word, grammar, derived? 

6. What is universal grammar? 

7. What is particular grammar? 

8. What is English grammar? 

Grammar is divided into four parts; viz. Orthogra- 
phy, Etymology, Syntax, and Prosody. 

1. Orthography shows the sounds of letters, and the 
manner of forming these characters into words. 

2. Etymology consists of the classification of words 
either collectively as sentences, sections, &c, or indi- 
vidually as parts of speech. 

3. Syntax is the principle of forming words into sen- 
tences. 

4. Prosody consists of the true pronunciation of words, 
their poetic formation into sentences, and their figura- 
tive application either in prose or verse. 



PART I. 

ORTHOGRAPHY. 
1. Orthography shows the sounds of letters, and the 
manner of forming these characters into words. 

A Letter is the representative of an articulate sound j 
as, a, b, i. 

Letters are divided into Vowels and Consonants. 
b 2 



18 AMERICAN GRAMMAR. 

A Vowel is the representative of an articulate sound, 
which can he perfectly uttered by itself; as, a, e, o. 

A Consonant represents an articulate sound, which 
cannot be uttered without mixing more or less with 
some Vowel sound; as, fr, d,f /. 

The Vowels are, a, e, £, o, u, y. 

Jfand Fare vowels, unless they begin a word or syllable. 

The Consonants are, b, c, d, f, g, h, j, k, 1, m, n, p, q, 
r, s, t, v, w, x, y, z. 

Consonants are divided into Mutes and Semi- vowels. 
The Mutes cannot be uttered, even in an imperfect 
manner, without the aid of a vowel sound; they are, 6, 
p, t, k, with c and g hard. 

The Semi-vowels are,/*, 7, m, n, r, v, s, z, x, with c 
and g soft. These may have an imperfect utterance 
without the aid of a vowel sound. 

Four of the Semi-vowels, 1, m, n, r, represent sounds 
which readily unite with the sounds expressed by other 
consonants; these, on this account, are called liquids. 

Of Diphthongs and Triphthongs,, 

A Diphthong is the union of two vowels in the same 
syllable. 

There are two kinds of Diphthongs; viz. pure and im- 
pure. 

A pure Diphthong is one in which each vowel repre- 
sents its distinct sound; as, oi in voice. 

An impure Diphthong is one in which both vowels 
represent but one sound; as, oa in boat. 

A Triphthong is the union of three vowels in the same 
syllable; as, eau in beau — ieiv in view. 

A Triphthong never represents as many sounds as there are vow- 
els in it; hence a Triphthong is always impure. 

Of Words. 

A word is a syllable, or a combination of syllables, 
sanctioned by custom, as the name or sign of an idea; 
as, good y book, in, on. 

Words have three technical divisions under Ortho- 
graphy. 

First, into 1. Monosyllable, 

2. Dissyllable, 

3. Trisyllable, 

4. Polysyllable. 



american grammar. 19 

First Division. 

1. Monosyllable is a word having but one syllable; as, 
the, is. 

2. Dissyllable is a word having but two syllables; as, 
hu-man. 

3. Trisyllable is a word having but three syllables; 
as, gen-er-al. 

4. Polysyllable is a word having four or more sylla- 
bles; as, gen-er-al-ly . 

Second, into 1. Primitive, 
2. Derivative. 
A primitive word is that which cannot be reduced to 
any simpler word in the language; as, man, good, con- 
tent, York. 

A derivative word is that which may be reduced to 
another word in English of greater simplicity; as, man- 
fuly goodness, contentment. 

Third, into 1. Simple, 

2. Compound. 
A simple word is one which cannot be divided into 
two entire words; as, man. 

A compound is one which comprises two or more 
entire words; as, man-kind. 

Of Spelling. 
Spelling is the just representation of the syllables in 
a vocal word, by mechanical characters, called letters. 

As spelling is seldom or ever taught from a grammar, it appears 
useless to give orthographical rules. 



PART n. 

ETYMOLOGY. 

Etymology consists of the classification of words 
either collectively as sentences, sections, &c, or indivi- 
dually, as parts of speech. 

A SENTENCE. 

A sentence is an assemblage of words, which ad- 
vances some fact or sentiment; as, "God is omnipotent. 9 

What fact is advanced here ? 
That God is omnipotent. 



20 AMERICAN GRAMMAR. 

1. "John can write letters.' 5 

What fact is advanced here? Is it poioer? 

No — power is not a fact. Is it the letters? 

No — letters are not facts. Is it the action of writing them ? No 
— actions are not facts. The fact advanced here is, that John pos- 
sesses the power to write letters. 

2. John went to school. 

The fact which is here advanced, is that John went to school. 
Or, iu other words — 

The fact of John's having gone to school, is the fact advanced. 

3. "He is." 

The fact of his existence, is the fact advanced — or in other 
words — 

The fact advanced is that he exists. 

4. " He is sick at home." 

The fact advanced is that he is sick at home. 

5. Is he sick? 

The fact, whether he is sick or not, is here advanced. Or in 
other words, the problem to be solved, or question to be answered, 
is the fact which is advanced. 

6. Can John walk? 

The fact advanced lies in the question put, and consists of whe- 
ther John has the ability to perform this action. In another form of 
this sentence, this very fact after which mere inquiry is here made, 
may be fully exhibited — 

" John can walk." 

The difference, then, between a declaration and a question, is this 
— the declaration presents the fact, while the interrogation merely 
inquires after it. After what fact do you inquire? I ask after the 
fact of his having power to walk. 

7. " May you find your friends all well." 

The fact advanced here, is that it is the speaker's wish that you 
may find all your friends well. 

8. " Go to school, Charles." 

The fact which is here advanced, is that Charles is commanded 
to go to school. Or, 

Perhaps it may be said that even the command itself is the fact 
advanced. 

9. " If John can walk, he must go to school." 

The fact advanced in the first clause, is the uncertainty of John's, 



AMERICAN GRAMMAR. 21 

having the power to walk. That advanced in the second, is that 
John is compelled to walk. 

The following instances, advance no facts — hence they 
are not sentences — 

1. Red cloths. 

2. Very high houses. 

3. A remarkably large field. 

Let the pupil select all the sentences from the following 
assemblages of words, and settle in his own mind what 
fact each sentensic assemblage advances- 
Questions. 

What is a sentence ? 

Does the assemblage of words, " very good men" make a sen- 
tence ? 
Why not ? 

SPECIMEN for the pupil. 

"Very much too cold weather" — not a sentence — be- 
cause the assemblage of words advances no fact. 

"The cherries are red" — a sentence — because the as- 
semblage of words advances a fact. 

SEXTENSIC EXERCISES. 

1. Very much too cold weather. 

2. Remarkably red cherries. 

3. These apples are quite too small. 

4. Ice cold water. 

5. Coal black' cloth. 

6. Strikingly green trees. 

7. This fact is very well known. 

8. Greyish blue cloth. 

9. Those fine, beautiful, young, straight trees. 

10. How very fast James walks. 

11. I am most completely disappointed. 

12. Dark, cold nights. 

13. Marble warehouse. 

14. Cloud capt towers. 

15. The tea is six pounds too heavy. 

16. That wall is sixteen feet too high. 
IT. The tea is full six pounds too heavy. 
18. The tea is very much too heavy. 



£2 



AMERICAN GRAMMAR. 



Questions. 

Is the first assemblage of words a sentence ? 
Why not? 

CONSTRUING. 

A Section. 

A Section is that portion of a sentence which can 
be parsed without referring its members to any other 
portion of the sentence; as, [_"She writes well/] (and she 
scans the productions) (of others) (with much muteness.") 

This sentence comprises four sections; each of which may be 
parsed by itself. 

Construing respects the mechanical relation between 
the sections of a sentence. 

Sections are classed according to their mechanical 
dependence or independence. The section which is 
mechanically independent, is denominated the major 
section; as, the sun shines upon all men. 

The section which is mechanically dependent, is de- 
nominated a minor section; as, the sun shines upon cdl 
men. 

Sections are complete when all their words or mem- 
bers are expressed ; as, [_He gave a book] (to John.) 

They are elliptical when one, or more of their mem- 
bers, are omitted, as, [he gave ( , John) a book/] 

Sections are sentensic when they form or make a 
sentence; as, "The sun shines upon all men." 

They are insentensic when they do not make a sen- 
tence; as, the sun shines upon all men. 

Minor Sections are of the simple relation when they 
are added to but one other section; as, The sun shines 
upon all men. 

They are of the compound or mixed relation when 
they refer to more than one other section; as, In the 
beginning was the word; and the word teas with God, 
and the word was God. 

The italic sections are minors of the compound relation. 
But in order to give a clear view of this matter, something; more 
must be done. 



AMERICAN GRAMMAR. 23 

Major Section — The word was 

f2 in the beginning ; 

c, j i 3 ami the word was 

Minor Sections <j 4 ?a7/i Go(/ . 

The second section is united by in to the major section; as, 
"The word was in the beginning J 9 

The third, is united by and to the major, and to the first 
minor; as, 

" The word was in the beginning; and the word was." 

And means add — and, as it is the sense which points out the 
extent of the relation, it is clear that and's section is to be sub- 
joined to the two that antecede it. And — that is, add — but add 
what: why, what follows and — but to what? why, to what pre- 
cedes it. 

" The word was in the beginning: and the word was 
with God." 

That is, add to the fact that the word was in the beginning, this 
fact; namely the word was with God. 

The clause which and subjoins, is itself divided by with into 
two parts. The word, and, in this, and various other places, is 
something like the shoulder joint — it unites the entire arm to the 
body — and with is something like the elbow joint, which divides 
the entire arm into two sections or parts, and unites the second to 
the first, or the inferior to the superior part. 

The section which with unites, is of the simple relation — for it 
refers to but one section; as, 

(and the word was) (with God.) 

In the last section, and occurs again— and as the intention is 
that all which follows and, shall be added to the two minor sec- 
tions which antecede it, and's section is of the compound relation 
or reference; as, 

" And the word was with God; and the word was 
God." 

That is, add to the fact that the word was with God, the fact 
that the word was God. 

The parsing of sections is denominated construing, 
and consists in breaking a sentence into sections, enu- 
merating their several properties, and in referring each 
inferior section to its true superior or superiors. 



24 AMERICAN GRAMMAR. 

The major section is superior to all — it is the trunk or body of 
the sentence. The minors are the mere branches or limbs; and 
while all of them must be inferior to the trunk, many of them may 
be superior to others — for one branch may depend upon another 
branch. 

As there is no exact way except the sense and man- 
ner of the frame-work of the sentence, for showing the 
superior minors from the inferior, the' following gene- 
ral remark may be of some use — 

The superior minors generally antecede the inferior. 

Close Beading. 

The close reading is an important part of construing, 
and is performed as follows — 

Pie sa^y his sister 4. 5. 6. 

4. last Sabbath, 

5. at church, 

6. with her mother. 

Close Reading — 

He saw his sister 4. 4. on last Sabbath. 

He saw his sister 5. 5. at church. 

He saw his sister 6. 6. with her mother. 

This should not be taken as a specimen of the utility of Close 
Reading, but as one of the mere operation itself. 

specimen of construing. 
[A certain man planted a vineyard, and set a hedge 
(about it), and built a tower, and digged a place (for 
the wine-vat), and let it out (to husbandmen), and 
went] (into a far country.) 

1 . " A certain man planted a vineyard, and set a hedge, 
and built a tower, and digged a place, and let it out, and 
went, 93 
is a complete major section of the sentensic kind.* 

2. " about it" 

is a complete minor section of the insentensic kind, simple relation, 
referring to its own part of its superior section. 

Close Reading. — And set a hedge about it. 

* Every sentence has one, and only one, major section — and this* 
is always of the sentensic kind. 



AMERICAN GRAMMAR. 25 

Its oww part is that portion of the superior section with which the 
inferior makes sense. 

Generally, however, the inferior section will make sense with 
the whole of the superior — and when it does, the construing should 
be performed in the usual phraseology ; namely, " referring to its 
superior section" 

"for the wine vat" 

is a complete minor section of the insentensic kind, simple relation, 
referring to its own part of its superior section. 

Close Reading. — And he digged a place for the 
wine vat. 

" to husbandmen" 

is a complete minor section of the insentensic kind, simple relation, 
referring to its own part of its superior section. 

Close Reading. — and let it out to husbandmen. 

"into afar country" 

is a complete minor section of the insentensic kind, simple relation? 
referring to its own part of its superior section. 

Close Reading. — And went into afar country. 

PREPARED EXERCISES IN CONSTRUING. 

Scheme. 

1. Each paragraph forms a section. 

2. The first line in every sentence, is the major section of the 
sentence. 

3. Where there is but one figure on the left of the inferior sec- 
tion, it is of the simple relation; as, 5. But where there are two 
or more, the inferior is of the compound relation; as, 1, 2. 

4. N. B. The close reading figure in the superior section is placed 
on the point of mechanical contact between the two sections. — Or 
it is placed where the inferior should be introduced when it is read 
with its superior section, or with its superior part — 

" The penetrating glances 3. 3 of the eye, indicate 
the corresponding affections." 

" The eyes of a fool are in the ends of the earth." 

PREPARED THUS, 

The eyes 3 are 4. 

3 of a fool 

4 in the ends 5. 

5 of the earth. 



28 AMERICAN GRAMMAR. 

CONSTRUED THUS, 

" The eyes are," 
is a complete major section of the sentensic kind. 

3. "of a fool," 

is a complete minor section of the insentensic kind, simple relation, 
referring to its superior section. 

Close Reading.—- The eyes 3. 3 of a fool are. 

4. " in the ends," 

is a complete minor section of the insentensic kind, simple relation, 
referring to its superior section. 

Close Reading.* — The eyes are 4. 4 in the ends. 

5. " of the earth," 

is a complete minor section of the insentensic kind, simple relation, 
referring to its superior section. 

Close Reading.— -in the ends 5. 5 of the earth. 

The eyes 3 are 4 

3 of a fool 

4 in the ends 5 

5 of the earth. 

The most powerful motives call 3. 4 

3 on us 

4 for those efforts 5 

5 which our common country demands 6 

6 of all her children. 

Continued and deep thought very much contracts 
muscular structure. 

Nature has so exquisitely modelled the human fea- 
tures 3. 

3 that they are capable 4 

4 of the expression 5 

5 of the most secret emotions 6 

6 of the soul. 

The penetrating glances 3 indicate the correspond- 
ing affections 4 

3 of the eye 5 

4. 5 and that part 6 announces his moral cha- 
racter 7 



AMERICAN GRAMMAR. 0,7 

6 which is emphatically called the countenance, 

7 with an energy 8 

8 which is communicated 9 

9 to no animal 10 
10 but man. 

The rapid extension 3. 4 may be considered a direct 
proof 6 

3 of the Christian religion 

4 through the principal nations 5 

5 of the world, 

6 of the reality 7. 9 

7 of the miracles 8 

8 of our Saviour, 

9 and of the miraculous powers 10 

10 with which 1 1 

11 the apostles themselves were endowed. 

A man's attire, and excessive laughter and gait show 
what man 3 
3 he is. 

His forehead is extremely small and low. 

His forehead is quite large and remarkably high 3 

3 and his eyes very much enlivened 4 

4 and his jaws are unusually long and broad 5 

5 and his nose is exceedingly short 6 

6 and his mouth is greatly depressed. 

The Chinese have very small eyes and small eye- 
lids 3 
3 and they have quite small noses. 

A Tartar's face is large, and wrinkled 3 
3 even in youth. 

Their noses are thick and short 3 
3 and their cheeks are quite high. 

The lower part 3 is very narrow 4 

3 of their faces 5 

4. 5 and their chins are long and prominent* 

Their eyebrows are very thick 3 
3 and their skin is olive. 



28 AMERICAN GRAMMAR. 

Laplanders and other persons 3 generally have 
broad faces, and broken, sunken noses, 

3 who inhabit the northern parts 4 

4 of the globe. 

Their eyebrows are drawn back 3. 4 

3 towards the temples 5 

4. 5 and their cheeks are very high; 6 

6 and their mouths are large 7 

7 and their lips are quite thick 8 

8 and their hair is nearly jet black. 

The inhabitants 3 are the handsomest, wisest and 
best formed , 4 

3 of the temperate climates 

4 of all the inhabitants 5 

5 of the globe. 

Let the pupil adjust the above sections according to the close- 
reading figures. 

The features and proportions 3 differ very much 4 

3 of the Hottentots 

4 from those properties 5 

5 of the Negro. 

I must not use another's book when 4 
4 I have one 2 
2 of my own. 

They accomodate one another daily. 

Give thou another Upple 1 
1 to James. 

The interest 1 is not so dear 2. 3 
1 of another person 
2 to me 
I 3 as my own interest is, 

I claim this one 1. 2 

1 for my own property 3 

2. S but another person claims it 4 

4 as another's property. 

This day suits my interest; 1 

1 another day may suit another's interest better 3 

3 than this day suits it. 



AMERICAN GRAMMAR. 29 

Any interest is another's interest 1 
1 except my own interest. 

Here comes another person 1 

1 and another's views are to be given 2. 6 

2 of course 

6 another's interest is to be taken 5. 7 

5 into the affair 8 

7. 8 (and another's whims, prejudices and opinions are 

to be nursed.) 

Scheme. 

The brackets [ ] enclose the major section ; the parentheses ( ) ? 
the minor — and the commas denote the ellipses in the sections, 
While the number of words to be supplied to render the section 
complete, is denoted by the number of commas, the exact words 
which fill the ellipses, may be found in the preceding exercise which 
is a key to this. 

EXERCISES. 

[I must not use another's book when*] (I have one) (of 
my own.) 

[They accommodate one another daily.] 

[Give , ( , James) another apple.] 

[The interest (of another , ) is not as dear] (to 
me) (as my own , , .) 

[I claim this one] (for my own , ) — (but 

another , claims it) (as another's , ,) 

[This day suits my interest;] (another , may 

suit another's , better) (than this , , 

, o 

[Any interest, (except my own , ) is ano- 

ther's , .] 

[Here comes another , ]; (and (of 

course) another's views are to be given); (another's 
interest , to be taken) (into the affair;) (and 

another's whims, prejudices and opinions , to 
be nursed.) 

c 2 



30 AMERICAN GRAMMAR. 

THE PARTS OF SPEECH. 

There are two parts of speech 5 viz. Noun and Ad- 
jective. 

1. A noun is an independent or unadded name; as, 

Man, Ring, 

Virtue, Sun, 

Vice, Moon. 

2. An adjective is a dependent or added name; as, 

A man was sick. 

Virtue is commendable. 

Vice is detestable. 

The sun shone through the clouds. 

A golden ring is bright. 

Man, virtue, vice, ring, sun and moon are nouns, be- 
cause they are independent. 

A, was, sick, is, commendable, is, detestable, the, shone, 
through, the, a, golden, is, and bright are adjectives, be- 
cause they are added. 

Remarks and Illustrations. 

1 . What is a noun, John? 

A noun is an unadded or an independent name. 

2. In what sense are nouns independent, John? 
In construction or mechanism. 

3. A noun, then, is a word which is mechanically or 
constructively independent, is it? 

Yes. 

4. Do you infer from this definition of a noun, that 
there are as many nouns as adjectives in our language? 

I think that as no piece of mechanism has many independent 
parts, there cannot be as many nouns as adjectives in any language. 

Now James, permit me to ask you a few questions 
upon this subject. 

5. James, I have seen many persons who say that 
they cannot understand in what sense the word, inde- 
pendent, is used in this definition of a Noun. Do you 
understand in what particular sense this word is used 
in this definition? 

Why, I think that the word explains itself! " A Noun is an in- 
dependent name." Now, we boys frequently construct cob houses. 



AMERICAN GRAMMAR. bl 

and stick houses for our amusement — and, as that cob or stick which 
will stand in our little building, without resting upon another part, 
is mechanically independent, so that word which will stand in a 
sentence without depending upon another word, is constructively 
independent. 

James, why is a noun like the trunk of a tree? 
Because it is independent of its branches, in construction. 

Well, why are the branches like adjectives? 
Because they are added to the trunk. 

What words do you think are constructively or me- 
chanically dependent? 

Those which cannot be used alone ; or those which can be used 
alone without starting queries like these — 

Red— Red What $ Good— Good what f The— The what ? Black 
—Black what ? Write — Write what ? See— See what f 

What do you understand by the word, construction? 

In grammar, it means the formation of the inferior words into 
their respective superiors ; as, green trees, very green trees. 

Are these words nouns which are so used as to be 
constructively independent? 
They are. 

Is clothe in the following instance, a Noun? — " I pur- 
chased cloth of him." 
It is. 

Is clothe in the following instance, a Noun? — " I pur- 
chased cloth shoes of him?" 

It is not constructively independent — hence it is not a Noun. The 
word is here so used as to depend upon the noun, shoes, and is de- 
pendent in mechanism. 

Is detraction a Noun? 

Yes. 

Is deduce a Noun? 

No. 

Why not? 

Because it has no form which enables it to stand alone — it should 
have tion; as, deduction. For the moment we say deduce— the 
query is started — deduce what 9 

James, from your intelligence upon this subject, I 
presume that your faculties have not been benumbed 



32 AMERICAN GRAMMAR. 

by any attention to the old British system of gram- 
mar. Pray permit me to give you a fair specimen of 
the principles of that system. 

The following is the definition which the British 
grammarians have uniformly given of a noun — 

" A Noun is the name of any person, place or thing." 

I have taken this particular form of the British defi- 
nition of a noun, from Mr. Smith's Grammar, which he 
says consists of mental exercises! Others say that — 

" A noun is the name of any thing of which we have 
any notion; as, London, man, virtue, vice." 

James, you have their definition of a Noun before 
you; will you examine it well, and then answer these 
questions by it — 

1. How many nouns are there in the phrase— " red 
cloth?" 
There are two nouns. 

How do you know, James? 

Red is the name of something which I can see, and of which 1 
have a notion ; and as a noun is the name of any thing of which one 
can have an idea, red is a noun. 

Cloth is the name of something of which one can have an idea— 
hence a noun. Both words therefore are nouns! 

How many nouns are there in the following sentence, 
James? 

" John wrote letters accurately." 

Why, as John is the name of a person of whom one can have i 
notion, it is a noun of course. " Wrote" being the name of an ac» 
tion of which one can have a notion, it is certainly a noun! And, 
as accurately is the name of the manner of writing, and as one can 
have as clear an idea of the manner of writing as of the writer him- 
self, accurately is surely a noun ! Letters is as clearly a noun as 
accurately — therefore, the sentence comprises as many nouns as it 
has words ! ! 

James, what is accuracy in the following sentence? 

" John writes letters with accuracy" 

Why, I certainly think that accuracy is the name of the manner 
of writing — by virtue of the British definition of a noun, accuracy 
and accurately are both nouns — they have the same import. They 
differ in mechanism only — one is an adjcctived, but the other is an 
unadjectived word. 

James, shall I place before you four or five of the dif- 



AMERICAN GRAMMAR. 33 

ferent forms in which the British definition of a noun, 
is given? 
If you please — I should be glad to see them. 

1. "A Noun or Substantive is the name of any thing 
that exists, or of which we have any notion $ as, London, 
virtue, vice." Murray. 

2. " A noun is the name of any thing that we can see, 
hear, taste, smell, feel or discourse of; as, man, apple, vice, 
virtue," &c. Comly. 

3. " A noun is the name of any person, place or 
thing; as, man, Charleston, knowledge" 

Kirkham. 

4. " A name or noun is a word which expresses the 
idea of that which exists, whether material or immate- 
rial; as, man, horse, tree, table, faith, hope, love" 

Webster. 

James, do you know the meaning of from, through, to, 
and /or? 

I believe from is synonymous with beginning, through with door, 
to with end, and for with cause. 

From the above definitions, James, do you think that 
from, through, to and for are nouns? 

Certainly — I think that they are as clearly nouns as are begin- 
ning, door, end, and cause ! 

James, do you understand the following sentences to 
express the same ideas? 

1. John rode from Philadelphia, through New Jersey, 
to New York, /or his brother, 

2. John rode beginning Philadelphia, door New Jer- 
sey, end New York, cause his brother. 

I understand both to mean the same thing". 

James, what is the mechanical difference between these 
sentences? 

Why, in the first, four of the ideas are expressed by adjected or 
dependent words — in the second, these four ideas are expressed by 
unadded or independent words. 

James, what is the grammatical or mechanical dif- 
ference between the words, beginning, door, end and 
cause, and from, through, to and for? 

The first four are independent in construction, as much as is the 
trunk of a tree in reference to its branches. The second four are 



34 AMERICAN GRAMMAR. 

adjected or dependent, as much so as are the branches of a tree in 
reference to their trunk. 

James, what is the significant difference between these 
words? 

There is no difference in this respect between them. 

Which four fall under this definition, James? 
A noun is an independent name. 
The first four. 

And which four fall under this definition, James? 
An adjective is an added word or name. 
The second— /row, through, to, for. 

James, what are words? 

They are articulated or jointed sounds, used as the signs or 
names of our ideas. 

James, how many words are there in the English lan- 
guage? 

J have been told that this language comprises about seventy 
thousand. 

Well, James, how many of these words do you sup* 
pose are the signs or names of ideas? 

Why, I have always thought that all, the whole seventy thou- 
sand, are names or signs of ideas! 

James, what do you mean by a name? 
I mean a sign of an idea by it. 

James, what is the difference between the following 
definitions of a noun? 

1. A noun is the sign of any thing which we can see 
or taste, or of which we have an idea. 

2. A noun is the name of any thing which we can see 
or taste, or of which we can have an idea. 

3. A noun is an independent or an unadded sign of 
an idea. 

The first two have the same import — and they obviously embrace 
all the words in the language ! 

The third differs from the other two in its excluding capacity — 
For, while it embraces all those words which are parsed as nouns, it 
excludes all others. Or, in other phraseology, it includes only 
those signs, names or words which are not added to other signs, 
names or words ! 



AMERICAN GRAMMAR. 36 

SCANNING. 

Scanning is a critical examination of the grammati- 
cal relation of the words in a section. 

REMARKS. 

As construing is a critical examination of the constructive rela- 
tion between the sections of a sentence, so scannning is a critical 
investigation of the constructive relation between the words of a 
section. And as the sections of a sentence may be classed under 
the technical names, noun and adjective, so the words of a section 
may all be classed under the terms, major and minor. The major 
section may with great propriety, be denominated a noun ; as, The 
sun shines upon all men. 

" The sun shines," is constructively independent — hence a noun 
The minor section may with the same degree of propriety, be de- 
nominated an adjective ; as, The sun shines upon all men. 

The section, upon all men, has the same constructive dependence 
upon the noun section, which every adjective word has upon the 
word to which it is added. 

" The sun shines upon all men who will receive his rays." 
The sectional adjective, " who will receive his rays" is added to 
the sectional adjective, u upon all men" And to the last sectional 
adjective, may be added the following sectional adjective — 

" which he sends." 
And to this may be added the following : 

"from the heavens" 

Thus — [The sun shines] (upon all men) (who will 
receive his rays) (which he sends) (from the heavens.) 

Now, in this way may one adjective word be added to another; 
as, " very cold weather." 

The word, weather, is the noun word, and bears the same sustain- 
ing relation to cold, which the sectional noun, " the sun shines," 
bears to the sectional adjective, " upon all men." The word, cold, 
bears the same sustained or dependent relation to weather, which 
the sectional noun, " upon all men," bears to the sectional noun, 
" the sun shines." And, as " who will receive his rays," depends 
upon the sectional adjective, upon all men, so does very depend 
upon the adjective word, cold. 

As the relation which exists between sections is the same as that 
existing between individual words, and as grammar respects this 
relation, it is obvious that the individual words of a section may be 
called by the names of the sections which compose the sentence. 
All words, then, may be divided into two classes; namely, major 
and minor. 

A major word is an independent name or sign ; as, the sun shines 
upon all men. 



56 AMERICAN GRAMMAR. 

A minor word is an added or a dependent name or sign ; as, " The 
sun shines upon all men." 

In the following sentence, the major section is distinguished from 
the minors by brackets [ ]. The minor sections, from the major, by 
parentheses ( ). The major words are distinguished by the absence 
of figures—but the minor by the presence of figures— 

3 1 1 11 . 1 l 

[The sun shines] (upon all men) (who will receive 

I 111 

his rays) (which he sends) (from the heavens.) 

Now, what the major section, " the sun shines^ is to the whole 
sentence, the major word, sun, is to the major section. And what 
the major section is to the whole sentence, the major word, men, is 
to the minor section in which this word stands. And what the 
minor words, upon and all, are to the major word, men, the minor 
section, " upon all men,'' is to the major section, " the sun shines. 

Minor sections, and minor words may be said to hold different 
ranks according to their near or remote relation to the noun sec- 
tion or noun word. A minor section, which holds a direct relation 
with the major section, is of the first rank ; as, The sun shines upon 
all men. 

A minor section which is added to a minor of the first rank, is of 
the second; as, the sun shines (upon all men!) (who will receive 
his rays2.) 

A minor section which is added to a minor of the second rank, is 
of the third; as, The sun shines (upon all menl) (who will receive 
his rays2) (which he sendsZ.) 

A minor section which depends upon a minor of the third rank, is 
of the fourth ; as, the sun shines (upon all menl) (who will receive 
his rays2) (which he sends3) (from the heavens!.) 

The rank of an adjective is well illustrated in the 
following scheme — 

1 
Cold weather. 
2 1 
Too cold weather. 
3 2 1 
Much too cold weather. 
4 3 2 1 

Very much too cold weather. 

Although it is well to show that minor sections and adjective* 
hold these different ranks in the frame-work of a sentence; yet it m 
not important for the pupil to recognise or notice tnese ranks in 

CONSTRUING and SCANNING. 



AMERICAN GRAMMAR. 37 

SCANNING RULES* 

Rule I. Every adjective of the first rank, must refer 
to that noun with which it makes sense. 

Rule II. Every adjective of the second rank, must 
refer to that adjective of the first with which it makes 
sense. 

Rule III. Every adjective of the third rank, must 
refer to that of the second with which it makes sense. 

Rule IV. Every adjective of the fourth rank, must 
refer to that of the third with which it makes sense. 

Rule V. Every adjective of the fifth rank, must refer 
to that of the fourth with which it makes sense. 

SPECIMEN OF SCANNING. 

1 14 3 2 1 

" The fire is very much too hot." 

The — is an adjective, referring to fire, Rule I, 
Jire — is a noun. 

is — is an adjective, referting to Jire. Rule L 
very — is an adjective, referring to much. Rule IV 
much — is an adjective, referring to too. Rule III. 
too — is an adjective, referring to hot. Rule II. 
hot — is an adjective, referring to Jire. Rule I. 

PREPARED EXERCISES IN SCANNING, 

Pay dose attention to the above specimen. 

The figures not only distinguish the adjectives from 
the nouns, but point out the true superior of each 
adjected word. 

4 3 2 1 

Very much too cold weather, 

2 1 

Remarkably red cherries, 

I 13 2 1 

These apples are quite too small 

2 1 
Ice cold water. 



58 AMERICAN GRAMMAR. 

% I 

Coai black cloth. 

2 1 

Strikingly green trees. 

1 13 2! 

This fact is very well known, 

2 1 

Greyish blue cloth. 

Ill 1 1 1 

Those, fine, beautiful, young, green, straight trees 

4 3 2 1 

How very fast James walks. 

13 2 1 

I am most completely disappointed 

1 1 

Cold, dark nights, 

2 1 

Marble ware house . 

2 1 

Cloud capt towers. 

1 14 3 2 

The tea is six pounds too heavy. 

1 14 3 2 1 

That wall is sixteen feet too high 

1 1 5 4 4 2 i 

The tea is full six pounds too heavy, 

1 14 3 2 1 

The tea is very much too heavy, 

1 1 5 4 3 2 i 

That wall is nearly sixteen hands too high, 

! 14 3 2 1 

The army is ten thousand men strong. 

I 14 3 2 1 

The distance is very much too long, 

THE RELATION OF ADJECTIVES. 

Relation, in grammar, respects the extent of the 
mechanical or constructive bearing of the inferior 



AMERICAN GRAMMAR. 59 

words, to their respective superiors. This relation 
may be considered simple, or compound, according to 
its extent. 

1. The simple relation. The relation of an adjective 
is simple, when it refers to hut one other word; as. 

1 I 

Black cloth, my hat. 

2. The compound relation. The relation is com- 
pound, where the adjective refers to two or more other 
words; as, 

Black cloth and hats, my gloves and hat. . 

The simple relation in the following exercises, is mark- 
ed by the erect posture of the figure; as, 

1 1 2 1 

Black hat, my glove, very good apples. 

The compound relation is denoted by the horizontal 
posture of the figure; as, 

— rH — « 

Black cloth and hats. It is John, 

specimen of scanning* 

1 2 i 

He is not my brother. 

He — is a noun. 

is — is an adjective, referring to he and brother. Rule I. 
not — is an adjective, referring to is. Rule II. 
my — is an adjective, referring to brother. Rule L 
brother — is a noun. 

prepared exercises in scanning. 

We love them. 

They are men. 

i a « 

Stars have been called suns. 



40 AMERICAN GRAMMAR. 

1 2 ~ i 

We shall have learned our lessons, 

1 2 ~ 

They can not write letters. 

Every adjective of the second rank must refer to 
one of the first; hence where there are two of the 
first, the sense must decide to which of the two, the 
adjective of the second, relates. In the above example, 
there are two of the first, can and write. And the 
question is, to which of these two not refers. It is the 
province of not to deny the power or ability to do the 
act of writing. And to lead the mind of the reader to 
this sense of the expression, not has a figure over it 
corresponding in size to that over can. Not and 
never always refer to the word which falls on the left 
hand. 

I have not written letters. 

12^1 

He would not learn his lesson, 

* 1 » m \ 

He planted a vineyard, and set a hedge. 

*. 1 12-, 

[He is a lad] (whom you may not know.) 

I 1 2 4 1 

Idle children will not learn their books. 

II 12 13 2 

This large book has been written long since. 

1 1 2 2 « 1 

These boys have not been writing their copies. 

12 1 

We have been laughing. 

i 2 1 

You have been walking. 

1 3 » 1 

We shall have been walking. 



AMERICAN GRAMMAR. 



41 



REPRESENTATIVE WORDS. 



In English, there are about sixty, words which have been made to 
represent other words; as, him, she, it, his. 

The following table exhibits these words in their different 
forms : — 



RADICALS. 
Jf0U?l8. 

I 

We 

Thou 

You 

Ye 

He 

She 

It 

They 

Who 

One 

Other 

Another 

Which 

As 

That 

This 



DERIVATIVE WORDS. 



Adjectives. 
my, mine 
our 

thy, thine 
your 



Nouns. 
mine, myself, me. 
ourselves, ours, us. 
thyself, thee, 
yourselves, yours. 



whose, whosoever 



one, one s, ones 
otherjOther'SjOthers', others, 
another, another's 



himself, him. 

herself, her. 

itself. 

themselves, theirs, them* 
\ whom, whosoever, whom* 
[ soever. 

ones, 



those 
these 



those, 
these. 



Scheme. 



The following exercises should be carefully scanned according t© 
the following specimen. 

The brackets and parentheses break the sentence into sections ; 
and, as the words in one seetion have no mechanical connexion with 
those in another, the pupil will be considerably aided by observing 
this sectional division. The brackets present the major section ; 
the parentheses, the minors. 

The major section should be scanned first. 

The pupil should not undertake to scan these exercises, unless he 
has learned the representative words — nor should he be suffered to 
scan one of the representative words without naming what it re- 
presents. If there be no definite noun in the sentence, he should 
«ay, representing some word supposed ; as, John, our names, my 
own name, thy name, his name; or something of this kind. 

A catch word, rep. will be used to remind the learner that he 
should tell what the representative word represents. 

D 2 



4£ AMERICAN GRAMMAR. 

SPECIMEN OF SCANNING* 

rep. _rcp.l 

He is her brother. 

He is a noun, representing John. 

Is is an adjective, referring to he and brother. Rule J. 

Her is an adjective, representing Jiane, and referring to brother. 

Brother is a noun. [Rule f 

EXERCISES IN SCANNING. 

1 14 3 2 1 

The distance is very much too long. 

rep 1 13 2 1 

His father was so well pleased. 

rep l 11 2 2 

[Your tree was considered remarkably fruitful^] 

rep 11 2 1 

(mine was considered remarkably barren* 

4 3 2 1 

Very much too cold weather. 

1 14 3 2 1 

The weather is very much too warm, 
rep p* Q l 2 1 

He is not a very learned man. 

12^11 
John will never be a good scholar, 

1 _ 1 

True religion promotes harmonious intercourse. 

rep 1 ^ 1 

[They have given occasion] (for criticism. 

rep \ 1 11 

[We are responsible] (for the rest.) 

1 
Rare effusions. 

1 
Pious thoughts. 

1 1 
A profuse admixture, 

* Mine is a noun, representing the phrase, m^ tree. 



AMERICAN GRAMMAR. 4o 

I 1 

An agreeable entertainment. 

rep 1 ^ 1 

He has shown this fact. 

rep 2 1 

We now proceed. 

rep 1 1 2 1 

Your books have been published. 

II 1 1 

A cluttering articulation produces a bad pronunciation. 

r 1 11 

[Custom is the plague] (of wise men.) 

- 1 1 
Ingratitude is a base crime. 

rep _ 
It is heroism. 

^ rep rep 1 
Admonish thou thy friend, 

11 11 

[Man's evil manners live] (in brass.) 

_ 1 11 11 

[Party is the madness] (of many persam) (for the gain 

12 1 

(of a few persons.) 

1 111 

Shining characters may be impure. 

1 1 1 

The web is woven. 

3 2ll m rep i 

How far the little candle throws its beams. 

rep 1 ^ 2 rep l 

[They should speak language accurately,] (whoj^rofess 
2 ^ rep 2 

to write it grammatically.) 
I 2 I 

The cloud capt towers. 

1 ill 

[The ice-house is full] (of ice.) 



44 AMERICAN GRAMMAR. 

11 12 1 

The glow worm is well known. 

rep - 

He teaches grammar. 

1 111 

[The watch-men were] (in Pearl streetr) 

Congress-men frequently fight wind-mills. 

rep I ft ^ 1 

He can not bear far-fetched figures. 

1 _ 1 

What thing is the Aurora-borealis? 

1 ~ 1 

What thing is the Ignis-fatuus? 

1 111 

The semi-vowels may be subdivided. 

EXERCISES. 

The prepared Exercises are a Key to these. (P. 37.) 

Very much too cold weather. 

Remarkably red cherries. 

These apples are quite too small. 

Ice cold water. 

Coal black cloth. 

Strikingly green trees. 

This fact is very well known. 

Greyish blue cloth. 

Those fine, beautiful, young, straight trees. 

How very fast James walks. 

I am most completely disappointed. 

Chilly, cold, freezing nights. 

Marble warehouse. 

Cloud capt towers. 

The tea is six pounds too heavy. 

That wall is sixteen feet too high. 

The tea is full six pounds too heavy. 

The tea is very much too heavy. 

That wall is nearly sixteen hands too high. 

The army is ten thousand men strong. 

The distance is very much too long. 



AMERICAN GRAMMAR. 45 

1. The words which are of the compound relation, are generally 
of the first rank. 

2. Where there are two nouns in a section, one of the adjectives 
must be of the compound relation; and the sense must determine 

which ; as, 

„i ] i 

John is a good boy, They have written letters. 

3. Adjectives of the second rank may have the compound rela- 
tion ; as, He is good and wise. 

EXERCISES. 

77i* prepared Exercises are a Key to these. (Page 42.) 

The distance is very much too long. 

rep. 

His father was so well pleased. 

rep. 

[Your tree was considered extremely fruitful.] 

rep. 

(mine was considered remarkably barren.) 
Very much too cold weather. 
The weather is very much too warm. 
rep. 

He is not a very learned man. 
John will never be a good scholar. 
True religion promotes harmonious intercourse, 

rep. 
[They have given occasion] (for criticism.) 
rep. 
[We are responsible] (for the rest.) 
Rare effusions. 
Pious thoughts. 
A profuse admixture. 
An agreeable entertainment. 
rep. 

He having shown this fact. 
rep. 

We now proceed. 
rep. 

Your books have been published. 

A cluttering articulation produces a bad pronunciation, 
[Custom is the plague] (of wise men.) 
Ingratitude is a base crime. 



46 AMERICAN GRAMMAR. 

rep. 

It is heroism. 

rep. rep. 
Admonish , thy friend. 

E Man's evil manners live] (in brass,) • 
Party is the madness] (of many , ) (for the gam) 

(of a few , .) 
Shining characters may be impure. 
The web is woven. 

3 rep. 

How far the little candle throws its beams. 
rep. rep. 

[They should speak , accurately] (who profess) (to 

write , grammatically.) 
The cloud capt* towers. 
[The ice house is full] (of ice.) 
The glow worm is well known. 
rep. 
He teaches Grammar. 

EThe watch-men were] (in Pearl street.) 
ongress-men frequently fight wind-mills. 
rep. 

He cannot bear far-fetched figures. 
What j is the Aurora-bore alisf 
What , is the Ignis-fatuus? 
The semi- vowels may be subdivided. 

CLASSIFICATION OF NOUNS. 

There are three classes of nouns; namely, Partial, 
Impartial^ and Pro. 

1. A partial noun is one which applies only to a part 
of the class or race, family or tribe; as, John, Sunday, 
Philadelphia. 

2. An impartial noun is one which applies to all the 
class or race, family or tribe; as, man, day, city. 

* When simple words are united in orthography, they constitute 
but one part of speech; as, cloudcapt, icehouse, watchmen, today. 

And when simple words are separate in orthography, but united 
by a hyphen, they constitute but one part of speech; as, cloud-capt, 
ice-house, to-day. But when simple words are not so united, each 
should be scanned as a distinct part of speech: ns, cloud capt tower, 
ice house , to day. 



AMERICAN GRAMMAR. 4/ 

The noun, John, does not apply to all human beings — hence it w 
partial. 

Sunday does not include all days — hence this noun is partial in 
its application. 

Philadelphia does not include all cities — hence this noun is par- 
tial. 

The noun, man, applies to all the human race; it embraces every 
individual — hence it is impartial in its application. 

The word, day, includes all days — it means one day as much as 
another — hence this noun is impartial. 

The word, city, applies to all cities — hence this noun is impartial 



When partial nouns are substituted for impartial ones, they lose 
their partiality of application; as, 

The Browns were at church. 

That is, the family of Browns. 

He is the Washington of his age. 

That is, he is the general of his age, as Washington was of his. 

When partial nouns become impartial, they are generally preceded 
by the, this, that, these, those, or a ; as, he is the Cicero of America, 
he is a Cicero. 

But, as is intimated above by the use of generally, partial nouns 
may become impartial where no one of these adjectives precedes 
them; as, "he is Cicero himself!" 

Nor do partial nouns in all instances become impartial even where 
one of the above adjectives is found ; as, the Mississippi is a noble 
stream — the Hudson is a fine river. 

It may be well to observe here that the partiality as well as the 
impartiality in the application of a noun, must, in general, be pro- 
duced by the noun itself — and not by any adjectives which exert a 
restraining or an enlarging influence over the noun ; as, John saw 
his brother. 

The noun, John, has the attribute or inclination of partiality in 
itself. And the word, brother, has the attribute or inclination of 
impartiality in itself — for this noun includes all the class of beings 
that are called brothers. The word applies to one of the class as 
much as another — hence it is impartial. If the word, brother, how- 
ever, is taken under the restraining influence of his, it becomes par- 
tial — for it applies to no one of this class except the brother of John 
But as this inclination of partiality is no attribute of the noun, it 
would be quite improper to call brother a partial noun. Partial and 
impartial are applied to the controlling attribute which belongs to 
the nouns themselves. 

3, A pro noun is the representative of another noun; 
as, John found his book where he left it. 



48 



AMERICAN GRAMMAR. 



SPECIMEN OF PARSING. 

[John found his book where] (he left it.) 
Ma. Section. — John found his book where 
Mi. Section. — he left it. 

Rule. — Every adjective must refer to the noun or adjec- 
tive with which it makes sense. 

John — -is a partial noun. 

found— is an adjective, referring to John and hook. Rule — 

Every, &c. 
to— is an adjective, representing John, and referring to book. 

Rule. — Every, &c. 
book — is an impartial noun. 

where — is an adjective, referring to found. Rule. — Every, &c. 
he — is a pronoun, representing John. 

left — is an adjective, referring to he and it. Rule. — Every, &c. 
it — is a pronoun, representing booh. 

EXERCISES. 

These exercises should be parsed exactly according to the 
preceding specimens. 

saw John's hat. 

tore Charles' coat, 

made Samuel's shoes, 

cut Peter's hand, 

knits men's mittens, 

makes ladies' clothes, 

studies Murray's works, 

read Homer's Iliad, 

built Solomon's temple. 



Charles 

John 

Peter 

Samuel 

Lucy 

Sally 

Julia 

Harriet 

Men 

We rep.* 

They rep. 

Who rep 

They rep 

I rep 

They rep 
Ye 
Ye 
We 



rep 
rep 
rep 



dared 

had heard 

feel 

bade 

saw 

thought 

call 

taught 

unfold 



him 

us 

them 

thee 

them 

him 



rep. 

rep. 

rep. 

rep. 

rep. 

rep. 
us rep. 

whom rep. 
them rep. 



* The catch word, rep, is used to remind the pupil that he should 
tell s in the very form which is presented in the above specimen of 
parsing, what noun each pro noun represents. And, as there are 
no certain nouns in these exercises, which the pro nouna represent^ 
the pupil may suppose any which are suited to the nature of the 
subject. 



AMERICAN GRAMMAR. 49 

Nouns are Sentensic and Insentensic 

1 . A Sentensic Noun is one which presents the foun- 
dation of the sentence, and without which no sentence 
can be formed; as, " the sun shines upon all men." 

2. An Insentensic Noun is one which does not pre- 
sent the foundation of a sentence, and without which a 
sentence can be formed; as, all men are blessed with 
the light and heat of the sun. 

In the instance, 

" the sun shines upon all men, 55 

it is obvious that the sentence is founded upon the sun, as without 
it, the assemblage of words loses the character of a sentence — 

* the shines upon all men, 5 ' 

But in the instance, 

" All men are blessed with the light and heat of the sun" 

the mind has so disposed of the sun as not to found the sentence 
upon it; for light, heat, arid sun may be omitted without diminish- 
ing in any degree the sentensic character of the assemblage of 
words. 

" All men are blessed. 55 

These words form a perfect sentence : and indeed so do the fol- 
lowing : 

" Men are. 55 

Specimen or Parsing Nouns. 

" John went to church. 55 

John — is a partial sentensic noun. 
went — is an adjective, referring to John, 
io — is an adjective, referring to church, 
church — is an impartial insentensic noun. 

EXERCISES 

To be parsed according to the preceding specimen. 

The sun shines very brightly 
into the house. 
Will the servant come soon? 
To these deep waters. 
Who created the world? 

The omission of " world" does not destroy the sentensic charac- 
ter of this assemblage of words, for " who created?" is a perfect 
sentence. That is, " who created?" has all the sentensic principle 



50 AMERICAN GRAMMAR, 

which any assemblage of words can have. But the omission of %oh& 
deprives this assemblage of words of its sentensic character— 

" created the world. 35 
Hence who is a sentensic noun, and world an insentensic one. 
God created the world 
in six days. 
He created it. 

Here, by omitting God and he it will be seen that these are the 
sentensic nouns — 

Created the world — created it. 

And. by omitting world and it, it will be seen that world and it are 
insentensic nouns. 

God created. 
He created. 

Both of these assemblages, as here abridged, have every whit of 
the sentence character. 

Did John? 
Can Joseph? 
Will James? 
Shall he? 

In each of these instances, the sentence character is completely- 
formed — as much so as it is in any of the following : — 

Did John see the merchant? Can Joseph write accurately? Will 
James learn to do well ? Shall he be reivardedfor his trouble 9 

John did. 

Joseph can. 

James will, 

He shall. 

Trees grow quite high 

in the fields. 

Charles saw the merchant. 

He obtained the goods from the merchant, 

OBSERVATIONS. 

I. The noun which can not be omitted without dt* 
stroying the sentence character of the assemblage of 
words, is sentensic; as, Charles saw his brother. 

II. The noun which can be omitted without* destroy- 
ing the sentence character of the assemblage of words 
is insentensic; as, Charles saw his brother — 

" Charles saw." 



AMERICAN GRAMMAR, 



51 



EXERCISES. 



Charles 


saw 


hats, 


John 


tore 


coats. 


Peter 


made 


shoes. 


Samuel 


cut 


apples. 


Lucy 


knits 


mittens. 


Salty 


makes 


clothes. 


Julia 


studies 


books. 


Harriet 


has read 


books. 


Men 


built 


temples. 


1 . Sentensic pro nouns 


V "2. 


Insentensic pro nouns. 


I 




Me 


Thou 




Thee 


He 




Him 


She 




Her 


They 




Them 


We 




Us 


Ye 




~_ — 


Who 


^TJESTIONS. 


Whom 



What is the sentensic of me? 
What is the insentensic of I? 
What is the sentensic of thee ? 
What is the insentensic of thou 9 
What is the sentensic of him and her? 
What is the insentensic of he and shef 
What is the sentensic of us? 
What is the sentensic of you ? 
You is both sentensic and insentensic. 
What is the insentensic of ye ? 

Ye has no insentensic except you, which is sentensic i 
well as insentensic. 

EXERCISES. 



We 


rep. 


dared 


him 


rep, 


They 


rep. 


had heard 


US 


rep, 


Who 


rep. 


feel 


them 


rep, 


They 


rep. 


bade 


thee 


rep, 


I 


rep. 


saw 


them 


rep, 


They 


rep. 


thought 


him 


rep, 


Ye 


rep. 


call 


us 


rep, 


Ye 


rep. 


taught 


whom 


rep, 



5£ AMERICAN GRAMMAR. 



We 


rep. 


unfold 


them 


rep t 


They 


rep. 


sang 


them 


rep. 


Ye 


rep. 


smote 


us 


rep 


She 


rep. 


is 


.she 


rep 


We 


rep. 


have learned 


them 


rep 


Ye 


rep. 


will have loved 


them 


rep 


We 


rep. 


clothe 


thee 


rep 


He 


rep. 


went 




rep. 



PROPERTIES OF NOUNS. 

Nouns have Order, Number and Gender. 

Order respects the priority or posteriority of the different 
characters in a sentence. 

There are three orders, first, second and third. 

The first order respects the, priority of the speaker; 
as, /saw thee at school, John. 

The second order respects the posteriority of him 
spoken to; as, I saw thee at school, John. 

The third order respects the posteriority of whatever 
is spoken of; as, I saw thee at school, John. 

REMARKS. 

These orders are illustrated in the manner in which language 
eommericed and advanced, and may now be found in the methodical 
relation of the speaker, the person addressed, and the thing spoken 
of. Language began with the speaker — hence he is of the first 
order. 

The next, or second step in the progress of language, introduced 
the person spoken to, or him who was addressed — for, as the speaker 
desired to communicate some ideas, it was natural, and perhaps ne- 
cessary, that he should notify the person whose attention he desired 
to gain. Hence the person addressed is of the second order in the 
formation and application of language. 

The third step in the progress and application of language, intro- 
duced the thing of which the speaker speaks — hence the person or 
thing spoken of, is of the third order. Now, all the persons and 
things that any sentence may name, must fall into one or another of 
these orders. For instance — " And he began to speak unto them by 
parables." Mark, xii. 1. 

In this sentence, St. Mark is of the first order, the world or the 
public, or whoever reads, is of the second order — and he } them, and 
parables are of the third. 

2. NUMBER. 

The number of a noun represents that form or de- 
clension of the word, by which a distinction is made 
between unity and plurality. 



AMERICAN GRAMMAR, 53 

Nouns have two numbers^ viz. Singular and Plural. 
The singular denotes but one thing, or but one com- 
pany or assemblage^ as, 

1. Pen. 

2. Lamina. 

3. Man. 

4. A dozen of quills. 

5. A family of nine persons. 

6. Cherub. 

The plural denotes more than one thing or company.; 
and is formed in a variety of waysj as, 

1. Pens. s. 

2. Laminm. <b. 

3. Families. .... ies. 

4. Two dozens of quills. s. 

5. Men. ----- c. 

6. Cherubim. - im. 

The following letters or parts of words, are used in 
forming the plural: 

s, im, es, a } ves, i, ies, a?, ee, en, reri, ic, ice. 



There are some nouns which are always singular. 
There are others which are always plural — -and a few 
which are singular and plural in the same form. 

Singular. Plural. Both Numbers. 

Alms Bellows Deer 

Bread Compasses Sheep, &c. 

Meat Ethics 

News Lungs * 

Tobacco Measles ■ 

Tresses Mathematics 

Tree Metaphysics ■ 

Trice Means 

Treble Optics 

Nothing Pains 

- Politics ■ 

— Pneumatics 

i Riches 

, Seissors 

Tongs - 

The following words, which have been adopted from 
the Hebrew, Greek and Latin, are thus distinguished 
with respect to their number: 

e £ 



54 



AMERICAN GRAMMAR. 



Plural. 


Singular. 


Plural, 


Cherubim 


Effluvium 


Effluvia 


Seraphim 


Erratum 


Errata 


Antitheses 


Genius 


Genii* 


Bases 


Genus 


Genera 


Crises 


Index 


J Indices, or In- 
( dexest 


Criteria 


Ellipses 


Lamina 


Laminae 


Emphases 


Medium 


Media 


Hypotheses 


Magus 


Magi 


Metamorphoses 


Memoran- 


Memoranda, or 


Appendices 


dum 


Memorandums 


Appendixes 


Radius 


Radii 


Axes 


Stamen 


Stamina 


Calces 


Stratum 


Strata 


Data 


Vortex 


Vortices 


3. OF 


GENDER. 





Singular. 

Cherub 

Seraph 

Antithesis 

Basis 

Crisis 

Criterion 

Ellipsis 

Emphasis 

Hypothesis 

Metamorphosis 

Appendix < 

Axis 
Calx 
Datum 



The Gender of a Noun respects its capacity to dis- 
tinguish one sex from the other, to include both sexes 
at the same time, or a want of capacity to render it 
certain which is denoted. 

There are four genders; viz: 

1. Masculine. 2. Feminine. 3. Common. 4. Doubtful, 

1 . The Noun which distinguishes the male from the 
female, is of the Masculine gender; as, John. 

2. The Noun which distinguishes the female from 
the male, is of the feminine gender; as, Jane. 

3. The Noun which includes both sexes, is of the 
common gender; as, persons, man.\ 

4. The Noun which leaves it uncertain as to which 
sex it alludes, is of the doubtful gender; as, -a person. 

The English language has three methods of distin- 
guishing the sexes: 

1. By different words; as, 

Male. Female. Male. Female. 

Bachelor Maid Husband Wife 

Buck Doe King Queen 



* Genii, when denoting serial spirits ; Geniuses, when signifying 
men of genius. 

t Indexes, when it signifies pointers, or tables of contents ; In- 
dices, when referring to algebraic quantities. 

% All nouns which denote all races of beings that are made up of' 
both sexes, are of the common gender ', as, man is born to die* 
(Males and females.) 



AMERICAN GRAMMAR. 55 

2. By a different termination; as, 

Male. Female. Male. Female. 

Wizard Witch Uncle Aunt 

Abbot Abbess Landgrave Landgravine 

Actor Actress Lion Lioness 

Administrator Administratrix Marquis Marchioness 

3. By prefixing an adjective; as, 

A man servant. A maid servant. 

SPECIMEN OF PARSING. 

[" John found his book where] (he left it.") 

John — is a partial sentensic noun, third order, singular number, 
masculine gender. 

found — is an adjective, referring to John and book. Rule. 

his — is an adjective, representing John's, and referring to hook. 
Rule. 

hook* — is an impartial insentensic noun, third order, singular 
number. 

where — is an adjective, referring to found. Rule. 

he — is a sentensic pro noun, representing John } third order, singu- 
lar number, masculine gender. 

left — is an adjective, referring to he and it. Rule. 

it — is an insentensic pro noun, representing book, third order, sin- 
gular number. 

" (In the beginning) [was the word] (and the word 
was) (with God$) (and the word ivas God.)" 

N.B. The nouns, word and God, are both sentensic. " God" and 
H word" signify the same thing, consequently both present the 
foundation of the sentence : hence both are sentensic. 

Nouns, however, may fall into the same section, and appear to 
denote the same person or thing ; and yet one be sentensic, and the 
other insentensic ; as, 

" John hurt himself" 

M John" is sentensic ; but " himself" is insentensic. 

Here are two different characters; yet there is but one individual. 
There are two, inasmuch as one is presented in two characters. 
Under the word, John, this person is presented as the actor; but 
under the word himself, he is presented as the recipient or receiver 
of the action. This sentence, therefore, has two persons in it; it 
has the actor and the receiver. 

The following sentence, however, has the actor only : 

"John himself laughed. " 

* Where there is no sex, there can be no gender ; hence " hook" 
baa no gender. 



56 AMERICAN GRAMMAR. 

Here the person is presented by the word, John, as the actor, and 
as he is presented by the word "himself" in the same character, 
there is but one person or character in the sentence. 

The same thing may be presented twice, or more times, in the 
same section; and if it is presented by each noun in the same 
character, there is but one thing in the sentence ; as, 

He is a good man. 

Here " he" and " man" present the individual in the same charac- 
ter; " he" and " man" are sentensic nouns. 

He hurt himself. 

The person is here presented in two distinct characters— -" he" 
presents the person as an actor; but u himself" presents him as 
one acted upon, or as the receiver. 

EXERCISES. 

This , is a fine lad. 

He will be a good boy. 

She will be a beautiful girl. 

Nancy will make a good tayloress. 

[Will Jane attend] (as a seamstress ?) 

Can they be masters (over men?) 

Where is the Deacon? 

Who is the Deaconess? 

Is that man a Duke? He is an Emperor. 

Is Jane an Empress? 

I am no Enchanter. 

Thou art a Duchess. 

I am not an Enchantress, 

Who is the Executor? 

[The person (whom you see) is a Jewess.] 

[There is no Jew] (in this company) (of men.) 

Did you ever see a Tiger? 

Mother, have you ever seen a Princess? 

Which lady is the songstress? 

ADJECTIVE. 

An Adjective is a dependent or added namej as 
A man was sick. 
Virtue is commendable. 
Vice is detestable. 
The sun shone through the clouds. 
A golden ring is bright. 



AMERICAN GRAMMAR. 



57 



Adjectives are sentensic and insentensic. 

1. The sentensic adjective is one which has the 
power, when used in its general sense, to render an as- 
semblage of words a sentence; as, the sun shines upon 
all men, The sun will shine upon all men, The sun has 
shone upon all men. 



That adjective which is used in its general sense, and 
can render an assemblage of words a sentence, is sen- 
tensic; as, " The sun shines very brightly," " The sun 
shone very brightly," The sun will be shining very 
brightly at 12 o'clock, The shining sun is an object of 
delight. 

Note I. In the above assemblages of words, shines, shone, will, 
and is are the only adjectives which exert any influence in forming 
the sentensic character. This may be seen by an omission of these 
words — 

" The sun very brightly." 
" The sun very brightly." 

If, however, these sentensic adjectives be restored, these assem- 
blages of words, which are now completely deprived of their sen- 
tensic character, become sentences — 

1. "The sun shines very brightly." 

2. " The sun shone very brightly." 

But, the omission of the other adjectives, does not destroy the 
sentensic character — 

1 . " Sun shines' 9 

2. " Sun shone' 9 

Nothing more is necessary, then, to form a mere sentence, than 
the sentensic noun, and the sentensic adjective ; as, " sun shines," 
"lam." 

I is a sentensic noun — and sun is a sentensic noun. Shines and 
am, are sentensic adjectives. 

Note II. Shining before sun, is not used in its general sense— 
shining-, after be, is used in its general sense ; and as it can render 
an assemblage of words, a sentence, it is a sentensic adjective ) as, 

The sun shone, the sun shines. 

The general sense of shines is to express the action of that which 
does shine : after be, shining expresses the mere action of the sun- 
but before sun, " shining" expresses that property or attribute which 
the sun acquires by shining. 



58 AMERICAN GRAMMAR. 

So, written may be sentensic — or it may not. In the first of the 
following instances, " written" is sentensic — in the second, it is not. 

1. " I have written letters to him." 

2. " I have received a written circular upon the sub- 
ject." 

In the first, " written" is used in its general sense — for it there 
denotes the mere action of making letters with a pen. But in the 
second, " written" is used, not to denote the quality of action,hut to 
express the attribute which the circular has received from the ac- 
tion of writing. 

Note III. Where there are two or more sentensic adjectives in 
succession} as, 

" he shall have been informed" 

the sentensic character is fully formed in this assemblage of words, 
by theirs*. Hence, " he shall" is as much a sentence, as is, " he 
sliall have been informed" 

The first adjective is not only sentensic from the possession of the 
sentensic power, but from the actual exercise of this power in form- 
ing the sentence character. Have, been and informed are sentensic, 
not from being actually engaged in the function of giving any as- 
semblage of words the sentensic character, but from a capacity to 
act in this function whenever the exercise of their sentensic power 
is desired ; as, " he has a book, he has written a book, be thou here 
in season, Charles, he informed me of this fact." 

2. An insentensic adjective is one which has no 
power to render an assemblage of words a sentences as ? 
the sun shines upon all men. 

SPECIMEN OF PARSING. 

" [John found his book where] (he left it.)" 

John — is a partial sentensic noun, third order, singular number, 
masculine gender. 

found — is a sentensic adjective, referring to John and book. Rule. 

his — is an insentensic adjective, representing John's, and refer- 
ring to booh. Rule. 

hook— is an impartial insentensic noun, third order, singular 
number. 

where — is an insentensic adjective, referring to found. Rule. 

he — is a sentensic pro noun, representing John, third order, sin- 
gular number, masculine gender. 

left — is a sentensic adjective, referring to he and it. Rule. 

it — is an insentensic pro noun, representing book } third order, sin* 
gular number. 



AMERICAN GRAMMAR. 



59 



EXERCISES. 

These exercises should be parsed exactly according to the 
preceding specimen. 

Charles saw John's hat. 

John tore Charles's coat. 

Peter made Samuel's shoes. 

Samuel cut Peter's hand. 

Lucy knits men's mittens, 

Sally makes ladies' clothes. 

Julia studies Murray's works. 

Harriet read Homer's Iliad. 

Men built Solomon's temple. 

Charles was taught. 
Letters are written. 
James taught Charles. 
Charles has written letters. 
Nancy is laughing. 
John laughs. 
Does David walk? 



REMARKS. 



Nature and art have divided the things, the formation of which, 
they respectively control, into two mechanical families. One of 
these families, is composed exclusively of the added parts; as, the 
nails of the fingers, the fingers of the palm, the branches of the 
trunk, the buttons and the other appendages of a garment. 

The other is composed of the unadded parts ; as, the trunk to 
which the branches are added, the coat to which the buttons are 
added, &c. 

Now, all the added parts of any whole, have, from the very cir- 
cumstance of a mechanical dependence upon the part to which they 
are adjected, a kind of mechanical affection which is clearly mani- 
fested in their inclination toward the part on which they rest. 
Hence this universal rule — 

Every adjected part must incline to the part to which 
it is added. 

The principle of this rule is universal — hence whenever we see 
the dependent part only, we, from the very circumstance of the me- 
chanical affection or inclination toward its superior, are naturally 
led to inquire of ourselves for the part which supports or sustain* 
this added" one. Every added part is inferior in the frame work of 
the thing formed, to the part to which it is added. Hence the co- 
lour which is added to the leaf is, in a mechanical point of view, in- 
ferior to the leaf itself. And the leaf which is added to its branches 



W AMERICAN GRAMMAR. 

is, in relation to the branch, inferior to the branch. And the branch 
which is added to the trunk, is inferior to the trunk. The universal 
rule, then, is that every inferior part inclines to its own superior. 
In conformity to this principle, the ear does not leave the head for 
the foot; the finger nail does not leave the finger for the thumbs 
&c. Now, it is no less curious than useful, that this same mecha- 
nical philosophy follows us through the mechanism of language it- 
self. For we find this same mechanical affection disposing the in- 
ferior words to move toward their respective superiors; as " very 

green leaf." 

By what power is the word, very, moved to the word, green, and 
there confined? And by what power is^ green inserted into the noun, 
leaf, and there retained ? It is by the power of this mechanical affec- 
tion which disposes each inferior part to cleave to its own superior. 

2 1 

" Very green leaf." 

Very and green seem to have almost the power of motion ; they 
seem to crawl to their respective superiors. 

Whence this power of approximation in these words? Surely 
from that principle of mechanical affection, which disposes each in- 
ferior part of the whole to cleave to its own superior! 

Some of the adjective family, are quite partial in their mechanical 
affection, while others are quite impartial. Hence, while we find 
some adjectives refusing all society or connexion with certain mem- 
bers of the noun family, we find others which are social with all the 
members of this numerous and fundamental family. 

The class of sentensic adjectives is divided into two 
species; namely, partial and impartial, 

1. A partial sentensic adjective, is one which refers 
only to the sentensic noun; as, I am writing copies, He 
laughs, They walk, It is he. 

2. An impartial sentensic adjective is one which re- 
fers to the insentensic, as well as the sentensic noun* 
as, I am writing letters, They saw me. 

They have b'een punished. 

Note I. Where the sentensic noun denotes the recipient of the 
action or quality denoted by the last sentensic adjective, the last 
sentensic is always partial; as, 1 am punished by Charles. 

But where the insentensic noun denotes the recipient of the ac- 
tion, the same adjective is impartial ; as, I have punished him, I 
punished him. 

NoTH II. Some sentensic adjectives are always partial; aa, he 3 
am, is, was, been, art, are, were, wast, wert, went, come. 



AMERICAN GRAxMMAR. 61 

Others are partial or impartial, according to the particular sense 
in which they are used ; as, speak, laugh, walk, run, return. 

For instance — In the first of the following sentences, return, is 
partial—in the second, it is impartial — 

I returned home. 

I returned your book. 
The insentensic noun is very often understood; as, They drank 
Now, as they must have drunk something, some insentensic noun 
must be supplied by the mind; as, They drank water, cider, wine 

SPECIMEN OF PARSING. 

He saw me. 

He— is a sentensic pro noun, representing John, third order, sin- 
gular number, masculine gender. 
saic—is an impartial sentensic adjective, referring to he and me 
Rule. 
. me— is an insentensic pro noun, representing my name, first or 
der. singular number , gender. 

It is she. 

/*— is a sentensic pro noun, representing Jane, third order, sin- 
gular number, feminine gender. 
is — is a partial sentensic adjective, referring to it and she. Rule 
she— -is a sentensic pro noun, representing Jane, third order, sin- 
gular number, feminine gender. 

t Here, is refers to two nouns — but, as both are senten- 
sic, the adjective is partial — to be impartial, it must 
refer to both kinds of nouns — sentensic and insentensic 
Where there are two or more sentensic adjectives, 
none but the last can be partial; as, They have beer 
writing them. 



To be parsed according to the preceding specimen. 

1 . Sentensic pro nouns 2. Insentensic pro nouns 

I Me 

Thou Thee 

He Him 

She Her 

They Them 

We Us 

Ye 

Who Whom 



m 



AMERICAN GRAMMAR. 



We 


rep. 


Thev 


rep. 


Who 


rep 


Thev 


rep 


I 


rep 


They 


rep 


Ye 


rep 



Charles 

John 

Peter 

Samuel 

Lucy 

Sally 

Julia 

Harriet 

Men 



1XERCISES. 






dared 


faini 


rep. 


had heard 


us 


rep. 


feel 


them 


rep. 


bade 


thee 


rep, 


saw 


them 


rep 


thought 


him 


rep 


call 


us 


rep 



Charles was taught. 
Letters are written. 
James taught Charles. 
Charles has written letters, 
Nancy is laughing. 
John laughs. 
Does David walk? 



saw 

tore 

made 

cut 

knits 

makes 

studies 

read 

built 



John's 

Charles's 

Samuel's 

Peter's 

men's 

ladies' 

Murray's 

Homer's 

Solomon's 



hat* 

coat. 

shoes. 

hand. 

mittens, 

clothes 

works 

Iliac 

temple. 



TENSE. 

Tense belongs to sentensic adjectives only. 

Tense is a modification, form or capacity, which 
conveys some allusion to time. 

There are five tenses; namely, Present, Imperfect, Per- 
fect, Prior Perfect, and Future. 

PRESENT TENSE, 

I . The Present tense is such a form of the word, as con- 
veys an allusion to the present moment, or to a period 
now passing under the mind as one continuous whole; 
as, is, ivrites, write, writeth writest, am, are — 

1. He is, He writes, I am, I ride out daily. 



AMERICAN' GRAMMAR. 83 

The present time may include more or less, according to the na- 
ture of the subject; it may extend from a mere moment to years 

IMPERFECT TENSE. 

2. The Imperfect tense is that form which shows that 
some of the time alluded to, still remains; as, have, has. 
hath, hast — 

1. I have written a letter to-day. 

2. Thou hast seen thy friend this week. 

PERFECT TENSE. 

It may be proper to observe here, that the perfect tense is gene- 
rally formed from the present, by the use of the following letters— - 

A, D, E, I, O, T. 

Other letters may be, and they sometimes are, used in forming 
the perfect tense— but the perfect tense can rarely, if ever, be formed 
without the use of one of the above tense letters. 

3. The Perfect tense is that form which alludes to time, 
that is perfectly passed; as, had, wrote, were, drank, flew, 
interested— 

1. I was there last year, I wrote a letter last week, I 
had a book last evening, which interested me much. 

\Ve eatmot properly say- — I was there this year, I wrote a letter 
■this week, I had a book this evening, which interested me much. 

PRIOR PERFECT. 

4. The Prior perfect tense, is that form which alludes to 
a period of time that had passed off before some other 
period alluded to by the perfect tense: as, had — • 

FUTURE TENSE. 

5. The Future tense is that capacity, not form, which a 
sentensic has to allude to future time; as, will, shall* 
should. 

1. I shall return, he will read, they will have come at 
ten o'clock. 

Will and shall are the only sentensics which distinctly mark fu- 
ture time. 

REGULAR AND IRREGULAR. 

Sentensic adjectives are called regular or irregular, 
according to their conformity or non-conformity to the 
common method of forming the perfect tense. 



64 AMERICAN GRAMMAR. 

1. When the perfect tense is formed by affixing d or 
ed merely, to the present tense, the adjective is called 
regular; as, love, loved, talk, talked. 

3. When the perfect tense is formed by any other 
letters, the adjective is called irregular; as, write, 
wrote — pay, paid. 

In the word, pay, the perfect tense is formed by changing y into i, 
and affixing d — paid. 

This is an irregular way of forming the perfect tense— hence 
pay is irregular. 

If in forming the perfect tense, any letter is necessarily changed 
or dropped r in order to affix the d or cd, the adjective is still irre- 
gular; as, breed, bred, hold, held, lead, led. 

The regular way of forming the perfect tense of the above in- 
stances, would present the words in the following forms: breed. 
Weeded, holded, leaded, payed. 

CONJUNCTIVE FORM OF SENTENSICS. 

The conjunctive form is that derivative modification 
which requires the word to be used in connexion with 
another sentensic; as, I have written. The bird has 
flown, He is walking, Pie has been. 

Be has but three forms, namely be, being, and been. Being and 
been are conjunctive. It has been said, however, that am, art, is, 
was, wast and were are so many forms of be. 

Am, art, &c. are not forms of be — -for they are new and distinct 

words ! These words are substitutes am is a substitute for be — 

for in the order of conjugation, we leave be upon the introduction 
of J; as, / am — (not I be.) 

In leaving / for thou, we do not say thou am — but thou art. 
Hence in the second step in conjugation, we substitute art for am 
— art, then, is a substitute for aw; as, I am, thou art. 

In the third step in conjugation, we substitute is for art; as, 
Thou art, He is. 

In leaving the singular sentensic noun for the plural, are is used 
instead of am, art and is; as, 

Sing. Plu. 

I am. We are, 

Thou art. Ye are. 

He is. They are. 

Are, then, is a substitute for am, art and is. 

Having shown the vicarious relation of these substitutes, one to 
another, in the present tense, it may be useful to say a word or two 
upon the relation of the set of substitutes which are used in the 
perfect tense. This set consists of was, toast and were. 

To denote past tense, we do not say, I amed — but we substitute 
was for am; as, I am now, I %cas then. 



AMERICAN GRAMMAR. 65 

Nor uo we, to denote past time, say, Thou arted — but substitute 
wast ; as, Thou art now, Thou wast then. 

And to form the perfect tense of is, we do not say ised; but we 
substitute was for is; as, He is now, He was then. 

In the perfect tense, then, was is a substitute for am, art and is. 

Now, as in passing from the present to the perfect tense, was is 
a substitute for «m, art and is, so in leaving the singular sentensic 
noun for the plural, were is a substitute for was; as, 

Sing. Plu. 

I was. We were. 

Thou wast.* Ye tvere. 

He ?0<zs. They were. 

RULES, 

Rule i, lor any other singular sentensic noun of 
the first order, substitutes am for be, in the present 
tense, and was for am, in the perfect; as, I am, I was. 

Rule il. Thou, or any other singular sentensic noun, 
of the second order, substitutes art for am in the pre- 
sent, and wast for art in the perfect ; as, Thou art, 
Thou wast. 

Rule hi. ife or any other sentensic noun of the 
third order singular, substitutes is for art, in the pre- 
sent; and was for is, in the perfect; as, He is, He was, 

Rule iv. Plural sentensic nouns substitute are for 
am, art or is, in the present, and were for was in the 
perfect; as, We are, We were. 

CONJUGATION, 

Conjugation is a systematic exhibition of the senten- 
sic inflections, and tense modifications, or tense capa- 
city of a sentensic adjective. 

The following specimen of conjugation makes a practical appli- 
cation of the above Rules. 

CONJUGATION OF Be. 

To be. 

CONJUNCTIVE FORM 

Being, have been. 



* Wast is not a substitute for was — for the t inflection is a mere 
variation of was, which is produced by the order of thou. 

f2 



66 AMERICAN GRAMMAR, 



I 



PRESENT TENSE, 

Sing. Phi. 

1st or. I am 1st or. We are 

2d or. Thou art 2d or. You are 

3d or. He is 3d or. They are 



She and it, are of the third order singular — Ye is of the second 
order plural, as well as you. 



PERFECT TENSE. 



! 



Sing. Plu. 

1. I was 1. We were 

2. Thou wast 2. Ye were 

3. He was 3. They were 



CONJUNCTIVE FORM. 

Here the tense is imperfect — but it belongs to have, not to been, 
Sing, Plu. 



i 



1. I have been 


1. We 


have been 


2. Thou hast been 


2. Ye 


have been 


3. He has been 


3. They 


have been 



PRIOR PERFECT TENSE. 



The tense here, too, belongs to had, not to been. 

Sing. Plu. 

{1. I had been 1. We had been 

2* Thou had st been 2, You had been 

3. She had been 3. They had been 

The Conjunctive Fowl has ceased. 
The tense belongs to icill and shall, 

Sing. Plu. 

1. I will be 1. We will be 

2. Thou wilt be 2. Ye will be 

3. It will be 3. They will be 

Sing. Plu. 

1. I shall be 1. We shall be 

2. Thou shalt be 2. Ye shall be 

3. She shall be 3. They shall be 



AMERICAN GRAMMAR. 67 

When it is desirable to fix the event within a period of future 
time, which will have passed off before some other specified future 
have must follow will or shall; as, They will have returned to Bos- 
ton before next March, I shall have learned my lesson before twelve 
o clock. 

CONJUNCTIVE FORM. 

®*}i- Plu. 

1. I shall have been l. We shall have been 

2. Thou wilt have been 2. You will have been 

3. She will have been 3. They will have been 

PRESENT TENSE. 

(See the Notes under Rules 3, 4, 6.) 

Sing- Plu. 

1. If I am 1. if we ^re 

2. If thou art 2. If ye are 

3 - If he is 3. If they are 

It may be here asked, how is it known that the time is present > 
We answer, by the form of the sentensic adjective. If it was 
future, it would be be; as, if I be. That is, if I shall be. But be- 
cause it is am, art, is and are, no word, denoting futurity, can be 
employed, & *; 

conjugation of See. 
To see. To have seen, 
1. Was I well, we would attend. 
-2. Wast thou a good writer, I would employ thee. 
3. I wish he ivas here. 

s ™g- Plu. 

1. If I was there 1. If we were there 

2. If thou wast ' 2. If ye were 

3. If she was s. If they were 

Elliptical Future Tense. 
Where there are doubt and futurity, the sentensic shall or should 
may be omitted—yet it is better to express it. 

Sing. Pl u , 

1 • *£ I , be whether we , be 

2. If thou , be unless ye , be 

3. If he , be hst they , be 

Here shall, or should is understood; as, If I should be there, I will 
perform the operation, 



68 AMERICAN GRAMMAR. 

This elliptical state of the sentence, however, produces no beau- 
ty, nor any other good — it is, therefore, better to give the full ex- 
pression; as, If thou shouldst be at my house next week, thou wilt 
find me at home. 



Sing. Plu. 

i _° 1 _ 

2 Be thou, or do thou be 2 Be ye or you, or do yo or you be. 

3 — • o — 

A few sentensic sections are partial or impartial from 
their very construction. 

The partial construction inclines the sentensic adjec- 
tive to refer exclusively to the sentensic noun; as, am 
punished. 

The impartial construction permits the sentensic ad- 
jective to refer to the insentensic as well as the senten- 
sic noun; as, am punishing. 

The partial construction is produced by withholding 
ing from any naturally impartial sentensic which has 
he before it; as, I am punished. 

The impartial construction is produced by affixing 
ing to any impartial sentensic which has be before it; 
as, I am punishing* him. 







PRESENT TENSE. 






Sing. 

ri.i 

1 2. Thou 
[3. He 


see 

seest 

sees 


Plu. 

1. We 

2. You 

3. They 


see 
see 
see 






PERFECT TENSE. 






Sing. 
1. I saw 

% Thou sawest 
3. He saw 


Plu. 

1. We 

2. Ye 

3. They 


saw 
saw 
saw 






IMPERFECT 


TENSE. 




1. 

3 


Sing. 

I have 
Thou hast 
He has 


seen 
seen 
seen 


Plu. 

1 . We have seen 

2. You have seen 

3. They have seen 



AMERICAN GRAMMAR. 69 

IMPERFECT TENSE, 

Partial Construction. 
Sing. Plu. 

1. I have been seen 1. We have been seen 

2. Thou hast been seen 2. You have been seen 

3. He has been sem 3. They have been seen 

Impartial Construction. 

Sing. Plu. 

1. I have been seeing 1. We have been seeing 

2. Thou hast been seeing 2. You have been seeing 

3. He has been seeing 3. They have been seeing 
Conjunctive form — seeing, seen, having seen. 

2. The second kind of terminations that belong to 
the sentensic adjectives, are those by which their tenses 
are formed; as, write, wrote, written; is, was, been; love, 
loved; have, had. 

These are called tense variations — and are produced 
by the use of these letters: a, d, e, n, o, t, u. 

A specimen of the Tense variations of the Sentensic Ad- 
jective. 

The teacher should impress upon the mind of his 
pupil the importance of commencing the variation of 
the sentensic adjective, at the present tense — should he 
find the word printed in any other tense, he should 
begin his variations at the present; as, in wrote — he 
wrote to me — write, ivrote, written. 

1. Sing — sing, sang, sung. 17. Send — send, sent. 

2. Is — is, was, been. 18. Be — be, was, been. 

3. Art — art, wast, been. 19. Am — am, was, been. 

4. Ring — ring, rang, rung. 20. Art — art, wast, been. 

5. Know — know, kneio, known. 21. Strow — strew, strewed. 

G. Go — go, went, gone. 22. Show — show, shew, shown. 

7. Drawn — draw, drew, drawn. 23. Love — love, loved. 

8. Fly— fly, flew, flown. 24. Has — has, had. 

9. Drink — drink, drank, drunk. 25. Hast — hast, hadst. 

10. Begin — begin, began, begun. 2G. Have — have, had. 

11. Leave — leave, left. 27. Work — icork, worked, 

12. May — may, might. 28. Will — will, would. 

13. Deal — deal, dealt. 29. Shall — shall, should. 

14. Dwell — dwell, dwelt. ' 30. Can — can, could. 

15. Spill — spill, spilt. ' 31. Get — get, got. 

16. Feel— -feel, felt. 32 Be— be, was, been, 



70 



AMERICAN GRAMMAR. 



33. Am — am, was, been. 

34. Art — are, was, been. 

35. Is — is, was, been. 

36. Are — are, were, been. 

37. Been — be, was, been. 



38. Was — is, was, been. 

39. Were — are, toere, been 

40. Do — do, did, done. 

41. Done — do, did, done. 

42. Dare — dare, dared. 



EXERCISES. 



The words which are placed before the tense letters, are varied 
by the use of these letters. And the letter put first, is used in the 
first variation. The number of periods shows the number of varia- 
tions which the same word may have. 

METHOD. 

Give — give, gave, given, — a Sentensic Adjective. 

PREPARED EXERCISES. 

Page 69 is a Key to these Exercises, 



1. Sing 

2. Is 


A 


U 

. N 


17. 
18. 


Send 
Be 


A 


N 


3. Art 


. 


. 


19. 


Am 






4. Ring 


. 


U 


20. 


Art 






5. Know 


E 


N 


21. 


Strew 


D— 




6. Go 


. 


• 


22. 


Show 


E 


N 


7. Draw 

8. Fly 


• 


• 


23. 

24. 


Love 
Has 


D 




• 


• 






9. Drink 

10. Begin 

1 1 . Leave 

12. May 

13. Deal 

14. Dwell 

15. Spill 


A 


U 


o z 


Hast 
Have 
Work . 
Will 

Shall 

Can 

Get 






zo. 

26. 
27. 
28. 
29. 
30. 
31. 




T 




■ 






















O 


N 


. . 




16. Feel 






32. 


Be 


A 











* Begin the variation of the word at the present tense in ell cases ; 
as, is, was, been, (not been, was, is.) 



AMERICAN GRAMMAR, 



71 



33. Am 


. 


. 58. Was 


. 


34. Art 


. 


. 39. Were. . 


E 


35. Is 


. 


. 40. Do 


I 


36. Are 


E 


. 41. Done 




37. Been* 


A 


. 





TENSE DEFECTIVE SENTENSICS. 

The following sentensics have no tense variations — 
hence defective. 



Away 


Forecast 


Shred 


Beset 


Hit 


Shut 


Bet 


Hurt 


Slit 


Beware 


Knit 


Split 




Let 


Spread 


Bespread 


Lo 


Sweat 


Burst 


Off 


Thrust 


Cast 


Ought 


Up 


Chat 


Put 


Wet 


Cost 


Rid 


Wist 


Cut 


Set 


Wit 


Dispread 


Shed 


Wot 



It may not be amiss to give some instances in which 
away^ off, and up are sentensics. 

JLivay is a sentensics as, "away with him," "away, 



go off.' 



is a sentensics as, " up, let us be walking." 



" Off" is a sentensics as, "off with his head!" 
Lo is a sentensics as, lo here. That is, see here. Luke, 
xvii. 21. 



SPECIMEN OF PARSING. 



" They are a virtuous people.' 



They, 



is a sentensic pronoun, representing Ameri- 
cans, third order, plural number, com- 
mon gender. 

Are, are, were, been, is a partial sentensic adjective of the irregu- 
lar kind, present tense, referring to they 
and people. 

A, is an impartial adjective, referring to people. 

Virtuous, is an impartial adjective, referring to people. 

People, is an impartial sentensic noun, of the third 

order, plural number, common gender. 



72 AMERICAN GRAMMAR. 



Note i. — It will not be necessary to vary more than the first 
sentensic. 

Note ii. — Pupils are much inclined to begin the variation at the 
simple tense form— as for instance, should they find " laughs'* and 
" runs" they would be very apt to say—laugh, laughed, run, ran. 

Whereas they should say — laughs, laughed, runs, ran. 

Pupils who are permitted to begin the variation at the simple 
tense form, are very liable to conclude that the other present tense 
forms, (" s, th,") are indeed past tense forms. Thus they frequently 
deceive themselves, and perplex their teacher. All this, however, 
may be prevented by the teacher's attention in due time. 

The form at which the variation is commenced, is the present 
tense ; as, write, writes, writeth, writest. 

The second step in the variation gives the perfect tense; as, writes, 
2 12.1 2 
wrote; is, was; love, loved. 

The Punic war had . . closed. 

The Roman legions were . . . conquered. 

Oxygenated muriatic gas is . composed. 

Reddish sky is . . . . produced. 

Blackish raspberries may . . be found. 

Camphoric acids are . . . composed. 

Metallic oxides may . . be obtained. 

He produced . . a beautiful polish. 

Flints jare . . . concentric strata. 

The aurora-borealis is a dazzling 

r phenomenon. 

It illumines . . the frozen regions. 

Sulphuretted hydrogen gas has . . sulphur. 

Nitrous acid contains . . , 

A periodical flux has . . been observed. 

European countries are . . . described. 

The zodiacal light deserves . . our philoso- 
phic attention. 

The terrestrial atmosphere may . . explain 
the zodiacal light. 
When ed, and ing come before the noun, the words are generally 

insentensics ; as, 

A beloved son, a loving child. 

But when they come after the noun, the words are generally 
sentensics; as, 

A son who was beloved. 

Though in the expression, the man is learned, learmd is an in- 
sentensic adjective. 



AMERICAN GRAMMA Re 



r 3 



The clouds are 
The flying clouds are 
The learned men are 
A written letter was 
A written letter was 
He is 

The Arian sect was 
The argument is 



flying. 

flying, 
studio * 
read, 
written, 
making a writing table, 
founded, 
logical. 
The Doric, the Ionic, and the Corinthian architecture 

consisted 
The Delphic Oracle was . . . beautiful. 

There are two kinds of insentensic adjectives; namely, 
partial and impartial. 

A partial insentensic adjective is one which refers 
only to assemblages of words or to insentensic nouns: 
as I went to church; but he remained at home; John is 
older than his brother. 

A list of those partial insentensic adjectives which subjoin 
an assemblage of words. 



And 


even 


moreover 


so that 


Although 


else 


not only 


that 


as 


for 


nevertheless 


than 


as also 


hence 


notwithstanding then 


as well as 


however 


now 


therefore 


because 


howsoever 


neither 


though 


but 


howbeit 


or, nor 


thence 


beside 


if 


otherwise 


unless 


besides 


inasmuch 


provided 


wherefore 


being 


instead 


save 


whether 


either 


lest 


so 


wherea? 


except 


likewise 


since 


yet 


excepting 









A few of these adjectives may become impartial; as, He went 
hence. And a few may become sentensic ; as, He saves the money 
which others would spend. 

A list of those phrtial insentensic adjectives which refer to 
the insentensic nouns only. 



above 


amid 


before 


concerning 


about 


amidst 


below 


down 


across 


around 


beneath 


during 


after 


as, at 


between 


except 


against 


athwart 


betwixt 


excepting 


among 


atwixt 


by, but 


for 


amongst 


atween 


behind 

G 


from 



74 AMERICAN GRAMMAR. 



in 


regarding 


toward 


underneath 


into 


respecting 


towards 


unto 


of 


save 


through 


upon, on 


off 


to 


throughout 


with, within 


past 


touching 


under 


without 



Many of these adjectives may become impartial: as, he wae 
spoken to. 

An impartial insentensic adjective is one that has 
no grammatical preference, but refers to the insen- 
tensic as well as to the sentensic noun, and even to all 
adjectives where the sense requires; as, a man saw a 
man very distinctly. The very man whom that man saw 
is now here. 

And, or, nor and neither to avoid supplying words, are sometimes 
said to subjoin a single word ; as, 

[The power of speech was bestowed] (on man) (for 
the greatest and most excellent uses.) 

But these insentensics really subjoin an assemblage of words, in 
all instances, which will be made clear by rendering the sections 
complete; as, 

[The power (of speech) was bestowed] (on man) (for 
the greatest uses) (and it was bestowed) (on him) (for 
the most excellent uses.) 

Again — I saw John and James. 

Here and is permitted to subjoin James to John. But this is done 
to avoid the trouble of rendering the second section complete. If it 
was rendered complete, and would stand, not before a word, but be- 
fore a section which, properly speaking, it subjoins ; as, I saw John, 
and I saw James. 

When these insentensics are permitted to subjoin a single word 
to avoid supplying the elliptical words, the word subjoined must be 
of the same rank with that to which it is subjoined; as, for the 
greatest and most excellent uses. 

Both words must be of the same part of speech — and both must be 
sentensic or both insentensic words. 

PROPERTIES OF INSENTENSIC ADJECTIVES. 
TO IMPARTIAL INSENTENSICS belong DEGREES of COm~ 

parison. 

The degree of an Adjective is a variation to denote 
an increase or diminution of quality. The degrees are 

tWO, viz: COMPARATIVE and SUPERLATIVE. 

The comparative is a termination which indicates a 
comparison between two individuals, two companies, or 
collections; as, That is a larger class than this. That is 
a larger pupil than this. 



AMERICAN GRAMMAR. 75 

The superlative is a termination which conveys an 
allusion to as many as three individuals or three col- 
lections, in one of which, it fixes superiority or inferi- 
ority; as, That is the largest class of the six, This is 
the least of the three. 

The comparative, when the Adjective consists of one 
syllable, is formed by r or er; as, brighter. 

The superlative, when the Adjective consists of one 
syllable, is formed by est, as, brightest. 

REMARKS. 

When the superior Adjective consists of more than one syllable 
the degrees are generally given to the inferior adjective ; as, more 
or most, less or least righteous. 

Dissyllables ending in y, change y into i before er and est; as, in 
happy, happier , happiest. ; ' : _ 

But if a vowel precedes, tj is not ehanged into i, before er and est; 
as, gay, gayer, gayest. ' 

When the Adjective ends with a single consonant, preceded py a 
single vowel, the consonant is doubled before er and est ; as, big, 
bigger, biggest. 

The degrees of some Adjectives, are made by affix- 
ing most to the radical state; as, upper, uppermost. 

There are many properties which, from their nature, are incapa- 
ble of increase or diminution; as, perfection, universality, strait- 
ness, &c. The Adjectives denoting these, have no degree of com- 
parison; as, perfect, extreme. To this elass maybe referred, this, 
that, all, fyc. 

That adjective, which forms its degrees of compari- 
son, by r, er, or est, is regular. All others are irregular, 

Adjectives compared irregularly. 

Primitive state. Comparative. Superlative, 

Good, Better, Best, 

Bad, evil, or ill, Worse, Worst, 

Little, Less, Least, 

Much, or many, More, Most, 

Late, Later, Latest, or last, 

Near, Nearer, Nearest, or next, 

Far, Farther, Farthest, 

Fore, Former, Foremost, or first. 

TECHNICAL TERMS. 

.. " Sentensic," when used alone* means the class of' 
aentensic adjectives . 



76 AMERICAN GRAMMAR. 

Where there is an assemblage of two or more sentensics, they 
are distinguished from one another by the order in which they 
£tand ; as, He tvill have been taught. 

John, will you parse the first sentensic ? 

James, will you parse the third ? 

Charles, parse the fourth sentensic. 

John, what can you say of the first sentensic ? 

The first sentensic carries the time of the event, 

2. When " insentensic" is used alone, it means the 
class of insentensic adjectives. 

John, what is an insentensic? 

An insentensic is a word which is added to another 
word, but which does not aid in the formation of the 
sentensic character, as, I am well. 

" Impartial sentensics" " Partial sentensics" u Impar- 
tial insentensics," and " Partial insentensics" apply ex- 
clusively to adjectives; as, "zvrites" is an impartial 
sentensic of the irregular kind. 

" On" is a partial insentensic. 

3. When nouns are meant, the expression should be 
full; as, " John" in the expression John writes, is a 
.sentensic noun. 

OBSERVATION I, 

Many of the impartial insentensics have forms when they refer 
to nouns, which differ from those which they possess when they re- 
fer to adjectives. The following are some of the forms which many 
of the impartial insentensics assume when they refer to nouns— 
al, an, ate, ble, cd, en, fid, iar, id, in, inc,ish, ive,ing, ous, some, ty» 
ly, tin, y, way, 's, s\ 

OBSERVATION I!, 

Many of the impartial insentensics when they refer to adjectives, 
lake the ly termination ; as, he writes accurately, It is extremely 
warm weather. 

There are about a hundred nouns in our language, which may be 
converted into insentensic adjectives by prefixing a ; as, side, aside. 
head, ahead. 

The following insentensics are of the impartial kind, 
and generally refer to sentensics. 

These adjectives, like nouns and other adjectives, de- 
note manner, positiveness, identity, conjunction, disjunc- 
tion, interrogation, choice, similarity, dissimilarity, quan- 
tity, place, time, instrumentality, method, mode, nega- 
tion, number, fyc. 



AMERICAN GRAMMAR. 77 

Manner— Correctly, softly, prudently, well, accordingly, badly, 

as, ill, side-wise, how, &c. 
Positiveness— Certainly, truly, undoubtedly, yes, verily, surely, 

indeed, positively, &c. 
Negation— No, not, nay, never, not-at-all. 
Identity — Namely. 

Conjunction— Universally, together, generally, conjunctively, 
Disjunction— Off, separately, apart, asunder, singly, alone 

apiece. 
Cause — Why, &c. 

Choice — Rather, sooner, chiefly, especially. 
Similarity— So, as, equally, thus, like. 
Dissimilarity— Otherwise, else, differently, unlike. 
Quantity— Almost, nearly, partially, partly, scarcely, hardly, 
sparingly, scantily, less, much, bountifully, liberal- 
ly, &c. 
Place — Here, there, where, away, whereon, wherein, in, at, on ? 
thither, whither, hitherward, whitherward, hence, 
thence, wherever, out, forth, forthwith, of, to, ahead, 
behind, to and/ro. 
Time— Now, when, then, whenever, after, as, afore, before, yet. 
hereafter, already, hitherto, lastly, afterwards, never, ever 2 
aforetime, about, straightly, immediately, soon, primarily* 
previously, at once, by and by. 
Instrumentality — Whereby, wherewith, thereby. 
Method — First, secondly, thirdly, &c. 
Number — Again, once, twice, &c. 

Probability— Perhaps, peradventure, likely, possibly, <&c 
Necessity — Needs, necessarily, &c. 

Where there is a succession of sentensic adjectives 5 
it is sometimes difficult for the pupil to decide to which 
sentensic the insentensic refers. In these instances, 
the nature of the case must direct his decision. Insen- 
tensics of negation and affirmation refer to the first 
sentensic ; as, he will not learn, they have been good, 
indeed. 

The ideas which other insentensics denote rarely be- 
long to the facts which the first sentensic expresses; 
hence the other insentensics generally refer to the -/as/ 
sentensic; as, he has been taught correctly. 

observations. 

In presenting any system of science, great care should be taken 
to make a distinction between those principles which should merer/ 
be explained and illustrated, and those which should not only be ex- 
plained and illustrated, but kept constantly before the mind by a 
practical application of the technical language of the science. The 
division of nouns into partial and impartial is important in the the- 

g2 



78 ' AMERICAN GRAMMAR. 

ory of the science of grammar ; but perfectly unimportant in the 
practice of parsing. Gender is certainly a part of grammar, and 
should be defined, and illustrated — but in the English language, it- 
is too readily understood to require any practice in parsing. Besides? 
in English, gender is founded entirely upon the sex 1 which renders 
it too indelicate a subject for that constant agitation which its re- 
cognition in parsing would produce. 

The distinction of regular and irregular, which is made in the 
sentensics, is important as a distinction in the theory of a system of 
grammar— but unimportant in the practical part of the system, 

The following specimen which is given as an exhibition of the 
application of the technical language of the system, is recommend- 
ed as an exact guide to the teacher and pupil in parsing. 

SPECIMEN OF PARSING. 

[" The power (of speech) is a faculty peculiar J (to 
man); (and was bestowed) (on him) (by his beneficent 
Creator), (for the greatest and most excellent uses): 
(but (alas) how often do we pervert it) (to the worst) 
(of purposes!") 

" [Tlie power is a faculty peculiar]" — A sentensic sec- 
tion — power, faculty and is, are the sentensic words. 

The- — an impartial insentensic adjective, referring to power, 
power — a sentensic noun, third order, singular number. 
is — is, was, been, — a partial sentensic adjective, present tense ; re- 
ferring to power and faculty. 
a- — an impartial insentensic adjective, referring to faculty, 
faculty — a sentensic noun, third order, singular number. 
peculiar — an impartial insentensic adjective, referring to faculty. 

" (°f speech)"— -An insentensic section. 
of—a partial insentensic adjective, referring to speech, 
speech — an insentensic noun, third order, singular number 

" (to man)" — An insentensic section. 

to — a partial insentensic adjective, referring to man. 
man— -an insentensic noun, third order, singular number, 

"(and , was bestowed)" — A sentensic section — «7 S 
tvas and bestowed are the sentensic words, 

an d — jg a partial insentensic adjective, subjoining its own, to its 
superior section, 

^—understood, a sentensic pro noun, representing faculty, third 
order, singular number. 

was, is, was, been — a partial sentensic adjective, perfect tense, re- 
ferring to it, 

bestowed— -bestows, bestowed, a partial sentensic adjective, refer- 
ring to it. 



AMERICAN GRAMMAR. 79 

u (on him)" — An insentensic section. 

on — a partial insentensic adjective, referring to him. 

him — an insentensic pro noun, representing many third order, sin- 
gular number. 

"(by his beneficent Creator)" — An insentensic sec- 
tion. 

by— a partial insentensic adjective, referring to Creator. 

his— an impartial insentensic adjective, representing man's,* and 
referring to Creator. 

beneficent— an impartial insentensic adjective, referring to Cre- 
ator. 

Creator— &n insentensic noun, third order, singular number. 

" (for the greatest and most excellent uses) — An in- 
sentensic section. 
f 0T — i s a partial insentensic adjective, referring to uses. 

the and / are i nsen t ens j c adjectives, referring to uses. 
Qreazesjj \ 

and— a. partial insentensic adjective, subjoining excellent to great- 
est. 
mos t — an impartial insentensic adjective, referring to excellent, 
excellent — an impartial insentensic adjective, referring to uses. 
uses— an insentensic noun, third order, singular number. 

" (but how often do we pervert it) 99 — A sentensic 
section; we, do and pervert are the sentensic 

Words* 

but—a, partial insentensic adjective, subjoining its own, to its su- 
perior section. 

how— an impartial insentensic adjective, referring to often. 

ft en — an impartial insentensic adjective, referring to pervert. 

do, do, did, done— a partial sentensic adjective, present tense, re- 
ferring to we. 

we — a sentensic pro noun, representing human beings, first order, 
plural number. 

pervert — pervert, perverted, an impartial sentensic adjective, re- 
ferring to we and it. 

it— an insentensic pro noun, representing power, third order, sin- 
gular number, 
"(alas) 99 — An insentensic section. 

alas — an insentensic noun, third order, singular number. 
" (to the worst , )" An insentensic section. 

to— a. partial insentensic adjective, referring to purpose, under- 
stood. 

the and worst— are impartial insentensic adjectives, referring to 
purpose, understood. 

* The insentensic adjectives derived from pro nouns represent 
some insentensics derived from nouns; as, his represents man's. 



80 AMERICAN GRAMMAR. 

purpose — understood is an insentensic noun, third order, singular 
number. 

u (of purposes)" — An insentensic section. 

of — a partial insentensic adjective, referring to purposes, 
purposes — an insentensic noun, third order, plural number 

2. [The industrious bee returns (to its hive) laden] 
(with honey and wax.) 

" The industrious bee returns laden." 

A sentensic section — bee, returns and laden i ■■- ihc 
sentensic words. 

The and industrious — are impartial insentensic adjectives, referring 

to bee. 
bee — a sentensic noun, third order, singular number. 
returns — returns, returned, a partial sentensic adjective, present 

tense, referring to bee. 
laden — load, loaded or laden, a partial sentensic adjective, referring 
to bee. 

" to its hive." 
An insentensic section. 

to — a partial insentensic adjective, referring to hive, 
its — an impartial insentensic adjective, representing bee's, and re- 
ferring to hive, 
hive — an insentensic noun, third order, singular number 

" with honey and wax" 
An insentensic section. 

with — a partial insentensic adjective, referring to honey and wax 
honey — an insentensic noun, third order, singular number. 
and~-& partial insentensic adjective, subjoining wax to honey, 
wax — an insentensic noun, third order, singular number. 

[Either she or her sister must return^] (or- we can 
not have the goods.) 

" Either she or her sister must return." 

A sentensic section— she, sister, must and return are 
the sentensic words. 

Either — a partial insentensic adjective, subjoining its own, to its su- 
perior sentence, understood (not section.) 

she — is a sentensic pro noun, representing Jane, third order, singu- 
lar number. 

or — a partial insentensic adjective, subjoining sister to she. 

her — an impartial insentensic adjective, representing Jane's, and 
referring to sister. 

sister — a sentensic noun, third order, singular number, 



AMERICAN GRAMMAR. 81 

must*— a partial sentensic adjective, present tense, referring to she 

and sister. 
return — return, returned, a partial sentensic adjective, referring to 

she and sister. 

" or we can not have the goods." 

A sentensic section — ice, can and have are the sen- 
tensic words. 

or — a partial insentensic adjective, subjoining its own, to its superior 
section. 

we — a sentensic pro noun, representing our names, first order, 
plural number. 

can— can, could, a partial sentensic adjective, present tense, refer- 
ring to we. 

not — an impartial insentensic adjective, referring to can. 

have— have, had, an impartial sentensic adjective, referring to we 
and goods. 

the — an impartial insentensic adjective, referring to goods, 

goods — an insentensic noun, third order, plural number. 

["An obedient son gives joy] (to his father and 
mother.") 

[ ;< Jin obedient son gives joy ."] 

A sentensic section — son and gives are the sentensic 
words. 

An and obedient- -are impartial insentensic adjectives, referring to son, 

son — a sentensic noun, third order, singular number. 

gives — gives, gave, given, an impartial sentensic adjective, present 

tense, referring to son and joy. 
joy — an insentensic noun, third order, singular number, 

" (to his father and mother.)" 
An insentensic section. 

to — a partial insentensic adjective, referring to father and mother, 
his — an impartial insentensic adjective, representing son's, and re- 

ferring to father and mother, 
father — an insentensic noun, third order, singular number. 
and — a partial insentensic adjective, subjoining mother to father, 
mother — an insentensic noun, third order, singular number, 

PREPARED EXERCISES. 

Scheme. 
The first letter of every word which is used in 
parsing, is presented in the successive order in which 
the word falls in the preceding specimen. 

* Must is a tense defective word— hence it has no variation to 
mark different times, 



32 AMERICAN GRAMMAR. 

[A certain man planted a vineyard, and set a hedge 
(about it), and built a tower, and digged a place (lor 
the wine-vat), and let it out (to husbandmen,) and went J 
(into a far country.) 

1 " Ji certain man planted a vineyard, and set a hedge, 
and built a tower, and digged a place, and let it out, and 
toent" 

A sentensic section— man, planted, set, built, digged, 
let and went are the sentensic words. 

# — a i i a r t m. 

certain — a i i a r t m. 

man — a s n t o s n. 

planted—, .aisaptrtroa*. 

a — a i i a r t v. 

vineyard— & i n t o s n. 

and — a p i a s s t p. 

set—o. isaptrtma^. 

a — a i i a r t h. 

hedge — a i n t o s n. 

and—& p i a s b t s. 

built—, ,aisaptrtw»a£, 

a — a i i a r t t. 

tower — a i n t o s n. 

and — a p i a s d t b. 

digged—, .aisaptrtma 

a—a i i a r t p. 

place— & i n t s n. 

and — a p i a s I t d' 

let — a isaptrtwiai. 

it — a ipnrtftosn. 

out— a i i a r t £. 

and — a p i a s w t I. 

went—. ..apsaptrtm. 

« {about it.)" 

An insentensic section, 

about — a p i a r t i. 
#_a ipnr2?tosn. 

("for the wine-vat*)" 
An insentensic section, 

for — a p i a r t w. 

the — a i i a r t w. ;i 

wine-vat— a. i n t o s n» 



AMERICAN GRAMMAR. 

" (to husbandmen.)" 
An insentensic section. 



to — a p i a r t h. 
husbandmen — a i n t o p n. 

" (into afar country.)" 

An insentensic section. 

Into — a p i a r t c 
a — a i i a r t c. 
far — a i i a r t c. 
country — a i n t o s n. 

[And when (he came) (into the house) he suffered no 
man to go in] (save Peter and John and James and the 
father and the mother) (of the maiden.) Luke, viii. 5 1 . 

[" Jlnd he suffered no man to go in when]" 

A sentensic section — he, suffered and go are the sen- 
tensic words. 



And — a 
he — a s 
suffered— 
no—a, i 


P 

P 


i a s 
n r . 

. a i 
art 


i o 
/ t 

s a 
m. 


t 



P 


i 

3 

t 


8 

n, 

i 


verse 
t h 


(51st to 50th.) 
a m> 


man — a 


i 


n 


t 





s n. 














to — a i 


i 


a 


r 


t 


g- 














go— . • 
in — a i 
when — a 


1 


a 
i 


P 
r 
a 


3 
t 

r 


a r 
g- 


t 


h 











" (he came.) 99 

A sentensic section — he and came are the sentensic 
words. 

he — a spnrJtosn. 

came—, .apsaptrtA. (come, came, come.) 

" (into the house.) 99 
An insentensic section. 

into— a p i a r t h. 
the — a i i a t t h. 
house — a i n t o s n. 

" (save Peter and John and James and the father and 
the mother.) 99 

An insentensic section . 

save— a piartP.JJ/am. 
Peter— a i i* t o s n. 



84 AMERICAN GRAMMAR, 

and— a p i a s J fc P. 
John — a i n t o s n* 
and — a p i a s J i J, 
James— & i n t o s n, 
and — a p i a s / t J. 
the — a i i a r t /. 
father — a i n t o s n 
and — a p i a s m t f 
the — a i i a r t m. 
mother— & i n t o e n, 

( u of the maiden™) 

An insentensic section, 

of— a p i a r t m. 
the— a i -i a r t m. 
maiden — a i n t o s n, 

(Verily, verily, [I say] (unto you,) he (that entereth 
not) (by the door,) (into the sheepfold) (but climbeth 
up) (some other way) the same is a thief and robber* 5 ') 
John x. 1. 

"II say. ~]" 
A sentensic section — 1 and say are the sentensic words 

/—a s p n r J f o s n, 

say — ■. , a i s a'~ p t r t / a -t engrossed noun,* 

" ( Verily , verily he the same , is a thief and a rob- 
ber.) 99 

A sentensic section — he, per 'son, is, thief and robber are 
the sentensic words. 

Verily — a i i a r t i 

verily — a i i a r t i 

he—dk spniptosn 

the — a i i a r t p u. 

same — a i i a r t p u, 

person, understood — a s n t o g n 

is — . ..apsaptrt£/>far 

a — a i i a r t t. 

thief— a s n t o s n, 

and — a p i a s r t t 

a-— a i i a r t r, 

rohher — a s n t o s n. 



* He that entereth not by the door into the sheepfold, but climb 
eth up some other way, the same is a thief and robber. 



AMERICAN GRAMMAR. 35 

" ( unto you.)" 
An insentensic section. 



unto — a p 
you — a i 


i a 
P * 


r t y. 
r p 8 o p n. 

" ( that entereth not.)" 

An insentensic section. 


that — a s 
entereth — . 
not — a i 


P n 

. a 

i a : 


r h t o s n. 
psaptrtJ. 
r t e. 

" (by the door.)" 

An insentensic section. 


by — a p 
the — a i 
door — a i 


i a i 

i a i 

n t 


r t d. 
r t d. 
o s n. 



(" into the sheepfold") 

An insentensic section. 

into — a p i a r t s. 
the — a i i a r t s. 
sheepfold — a i n t o s n. 

" (but , climbeth up.)" 

A sentensic section — that and climbeth are the senten- 
sic words. 

but — a piasiotiss. 
that, understood — a spnrAtosn. 
climbeth — . . a p s a p t r t h. 
up — a i i a r t c. 

( " , some other way") 

An insentensic section. 



by, understood — a p i a r t 

some — a i i a r t to. 

other — a i i a r t ?#. 

way — a i n t o s n. 



" [The power (of speech) is a faculty peculiar] (to 
man;) (and was bestowed) (on him) (by his beneficent 
Creator) (for the greatest and most excellent uses|) 
(but (alas!) how often do we pervert it) (to the worst) 
(of purposes!)" 

H 



86 AMERICAN GRAMMAR. 

" [Tlie power is a faculty peculiar."}"— 
asspia/atsw 
The — a i i a r t p. 
power — a s n t o s n. 
is — . ..apsaptrtjpa/. 
a — a i i a r t /. 
faculty — a s n t o s n. 
peculiar — a i i a r t /. 

" (of speech") — a i s. 

of — a p i a r t s. 
speech — a i n t o s n. 

" (to man,)" — a i s. 

to — a p i a r t m. 
man — a i n t o s n. 

" (and , was bestowed,)"—- a s s % w 
b a t s w. 

and — a piasiotiss. 
it — u aspnr^tosn. 
was — . ..apsaptrttu. 
bestowed — . . a p s a r t i u. 

" (on him)" — -a i s. 

on — a p i a r t h. 

him — a ipnrratosn. 

" (by his beneficent Creator)— a, i s, " 

by — a p i a r t C. 
his — a iiarmart C. 
beneficent — a i i a r t C. 
Creator — a i n t o s n. 

" (for the greatest and most excellent uses)" — a i s* 

for — a p i a r t u. 
the — a i i a r t u. 
greatest — a i i a r t u. 
and — a p i a s e t g. 
most — a i i a r t e. 
excellent — a i i a r t u. 
uses — a i n t o p n. 

" (but how often do we pervert it) / — a s s iv 
d a p a t s w. 

but — a piasiotiss. 

how — a i i a r t o. 

often—a. i i a r t p» 

do—-. ..apsaptrt to. 

wc — a s p n f o p n. 

pervert — . . a i s a r t w a i. 



AMERICAN GRAMMAR. 87 

^^— -a 1 p n r p t o s n. 

« (alas)"— a j i s. 
<zfos — a i n t o s n. 

" (/o the worst , )" — a i s. 

to — a p i a r t p u. 

*Ae — a i i a r t p u. 

worst — a i i a r t p u. 

purpose — u a i n t o s n. 

" {°f purposes) 9 '— a. i s. 
of— a p i a r t p. 
purposes — a i n t o p n. 

" The English people showed that they were not in- 
sensible to what was passing in Ireland." 

" [The English people showed that]" — a s s 
p a s a t s w. 

The — a i i a r t p. 

English — a i i a r t p. 

people — a s n t o p n. 

showed — . . a i s a p t r t p a t. 

that — a ipnrZeratosn. 

"(they were not insensible,)" — a s s t a w 
a t s w. 

they — s p n r p t o p n. 
were — . ..apsaptrttf. 
not — a i i a r t w. 
insensible — a i i a r t £. 

"(to what , )"— a i s. 

To— a p i a r t t u. 
what — a i i a r t t u. 
thing — u a i n t o s n. 

" (it was)" — understood assiatat 
s w. • 

it — a spnrZtosn. 

was — . .-.apsaptrti. 

"( , was passing)" — a s s w a w a 
t s w. 

which — u aspnrtftosn. 
was — . ..apsaptrtzau. 
passing — . .apsartwu. 

" (in Ireland)" — a i s. 

in — a p i a r t J. 
Ireland — a i n t o s n. 



88 AMERICAN GRAMMAR. 

[The more I read the book] , (the better I like it.) 

" [The more I read the book]" a s s 1 a 
r a t s w. 

The — a i i a r t m. 

more — a i i a r t r. 

J— a spnrmrafosn. 

read — . . a i s a p t r t I a b. 

the- — a i i a r t b. 

booh—a, i n t o s n. 

" (the better 1 like it.)" — a s s / a I a t 
s w. 

the — a i i a r t b. 

better — a i i a r t I. 

/—a spnrmn-fosn. 

like — . . a i s a p t r t / a z. 

it — a ipnr&tosn. 

EXERCISES. 

Samuel hit Stephen] (with his cane.) 
'Nathan calls his brother] (to recitation.) 
"John saw his sister] (at church.) 
"Jane taught ( , the ladies) music and em- 
broidery.] 

"The scriptures unfold an immortal existence.] 
"Paul and Silas sung praises] (to God.) 
'Hope, (deceitful as it is,) carries us (through life) 
quite well enough.] 

[We all complain] (of our memories;) (but few , 
(of us) complain) (of our judgments.) 

[Interest speaks all languages, and acts all parts;] 
(even , , that , ) of the disinterested 
person. 

QUESTIONS. 

What is the sentensic noun of hit ? 
What is the insentensic noun of hit? 
What is the insentensic noun of calls? 
What is the sentensic noun of saw? 

To what does saw refer? — Saw refers to John as its sentensic, 
and to sister as its insentensic noun. 

Of those impartial insentensics which have no Jldjective 
termination. 

The impartial insentensics having no adjective ter- 
minations are quite numerous. They are: — what, all y 



AMERICAN GRAMMAR. 



89 



such, former, latter, little, much, either, neither, this, that, 
these, those, ivhich, no, any, first, second, third, each, 
every, same, best, some, few, least, many, both, certain, 
other, one, another y <ibove, none, and some others. 

These Adjectives generally refer to some noun, understood; as, 
some of the people are sick. 
That is, some people of the people are sick. 

Jill are pupils. 

Here all refers to some noun understood; as, all the boys are 
pupils. 

When an impartial insentensic falls immediately before a sen- 
tensic, or before a 'partial insentensic, it must refer to some noun 
which is understood : as, many of the men were absent. 

That is, many men of the men, were absent. 

Many are disappointed. 

That is, many individuals are disappointed. 

SPECIMEN OF PARSING. 

" Many , are rational beings." 

Many — an impartial insentensic adjective, referring to 
beings understood. 

beings, understood — a sentensic noun, third order, sin- 
gular number. 

are— ... a partial sentensic adjective, present 
tense, referring to beings and beings. 

rational — an impartial insentensic adjective, referring 
to beings. 

beings — a sentensic noun, third order, singular number, 

EXERCISES. 



1. Some 


, are 


beautiful 


apples. 

2. Either 

3. Many , 

4. Which 


, is . . 

will 
, shall 


a philosophic truth, 
be taught. 
I call. 


5. What , 

6. This , 


will 
has 


they accomplish? 
been viewed. 


7. These , 


are 


logical argu- 


ments. 

8. Those , 


are 


fine lights. 


9. That , 
10. These , 


is 
are 


a writing table, 
written letters. 


11. Such , 


are 


gentlemen. 



H 2 



90 AMERICAN GRAMMAR* 

Of those impartial insentensic adjectives which form their 
adjective terminations by dropping noun terminations. 

Of these, there are many. Among them may be 
enumerated — good, bad, high, correct, new, old, fine, 
straight, crooked, white, red, blue, black, yellow, fyc. 

The above adjectives as well as the whole class to 
which they belong, have other terminations; as, good, 
goodness, bad, badness, high, height, correct, correctness. 
The ness converts these adjectives into nouns. 

These words may be converted into adjectives by ly; 
as, badly, highly, fyc. 

The noun termination of red is— ness. 

The adjective termination is — red or reddish. 

The noun termination of accurate is — accuracy. 

The adjective terminations are accurate and accu- 
rately. 

Of those impartial insentensics which are both nouns and 
adjectives under the same form or termination. 

This class of adjectives is numerous — they might, 
were there any advantage to be derived from a dis- 
tinction, be called defective adjectives. They might 
also be called noun adjectives — since they are adjec- 
tives in the noun form; as, paper curtains, man ser- 
vant, knife case, James Brewster, Nancy Stevenson, 
sea water. 

Note. — It is the practice with some teachers to call the first name 
of a person a noun ; as, Johnson Brown. 

With other teachers, it is the practice to call the two names a 
compound noun ; as, Johnson Brown is a compound noun. 

In regard to the first, we would remark that as the first name 
bears the same relation to the second, which any adjective bears to 
its noun, we cannot see any good reason for calling it a noun ! 

With respect to the calling of the two words a compound noun, 
we would observe that any adjective is as much entitled to be in- 
cluded with the noun as the first word in partial names, hence — 

Black, red or white when joined to nouns, may be considered a 
part of the noun, and consequently embraced in the phrase " com* 
pound noun!" 

1. John Boston — is a compound noun! 

2. Black cloth — is a compound noun! 

3. The hat — is a compound noun! 

4. To write well — is a compound noun! 



AMERICAN GRAMMAR. 91 

Now, John, is used to distinguish what Boston is intended. And 
black is employed to show what cloth is meant. What, then, is the 
difference ? 

EXERCISES. 

Salt water contains . . some salt. 

Stove pipes contain . . iron substance. 

J. Monroe succeeded . . Mr. Madison. 

George Washington was . . .a great man. 
Joseph Boston saw . . . Nancy Joseph. 
Brick houses comprise . . many bricks. 

Country people prefer . . the country. 
Leather shoes are . . ? good. 

Red leather is dazzling. 

A city life creates . . city fashions. 

City people prefer . . the city. 

Mountain trees may . .be high, or low. 

CONSTRUING RESUMED. 

Construing respects the mechanical relation between 
the sections of a sentence. 

QUESTIONS. 

1. What is a section? — (Seepage 22./ 

2. How are sections divided ? 

3. When are sections called complete ? 

4. When are they called elliptical? 

5. How many relations have sections ? 

6. When is the relation of a section simple ? 

7. What example is given to illustrate this definition ? 

8. When is the relation of a section compound? 

9. What examples illustrate this definition? 

10. What is said of the word and, in explaining this relation ? 

PREPARED EXERCISES IN CONSTRUING, and CI KEY tO tilt 

exercises appended to the different observations 
upon those insentensics which are often used as nouns. 

OBSERVATIONS. 

I. — The figures which are placed before and after the different 
sections are designed to aid in referring each inferior section to its 
own superior or superiors; they are called close reading figures. 

The words which are in italic characters, are understood in the 
exercises to which these prepared ones are a key. 

II.-—The place of sectional contact is that where the inferior sec- 
tion is naturally constructed into its superior. This place is gene- 
rally denoted by the position of the close reading figure. 



92 AMERICAN GRAMMAR. 

III. — The major section is placed first, and the different minors 
are placed after the major and each other, according to their printed 
order in the subsequent exercises. 

N. B. Where there is but one figure before the inferior section, 
the relation is simple. 

Ob. I. 

I must not use another's book when 1 

1 I have one 2 

2 of my own. 

They accommodate one another daily. 

Give thou another apple 1 

• 1 to James. 

The interest 1 is not so dear 2. 3 

1 of another person 

2 to me 

3 as my own interest is. 
I claim this one 1. 2 

1 for my own property 3 
2. 3 but another person claims it 4 

4 as another's property. 
This day suits my interest; 1 

1 another day may suit another's interest better 3 

3 than this day suits it. 

Any interest is another's interest 1 

1 except my own interest. 

Here comes another person 1 

1 and another's views are to be given 2. 6* 

2 of course 

6 another's interest is to be taken 5. 7 

5 into the affair 8 

7* 8 (and another's whims, prejudices and opinions are 

to be nursed.) 

Ob. II. 

Give tfwu such cloth 2 and as much cloth 1. 3. 7 
1 to me 6 

2 as I purchased 5 
3 as I purchased; 4 

7. 6. 5. 4 and I shall be satisfied. 

Do ye the job 1 

1 in such a manner 2. 3 

* " Another's views are" is the superior part of the section — " to 
be given' 1 is the inferior part. 



AMERICAN GRAMMAR. 93 

5 as will please him$ 4 

3. 4 and he will give as many dollars 5. 6 
5 to you 

6 as will pay you well 7 
7 for your trouble. 

I will give such things 1. 2 

1 as I have, 

2 unto thee 

No such things was ever declared I 

1 he seems as to recollect. 

A little will answer 1 

1 for much 2 

2 as man desires. 

He saw a man 3 as 1 

1 Jesus passed by 

3 that was blind 4 

4 from his birth. 

It sometimes happens that when the major section occupies 
the place of a minor, the pro noun and the other noun exchange 
places — an instance of this occurs in the above sentence. This 
may be explained in the following manner : 

IJesus passed by as~\ he saw a man. 

I am the light 3 as long 1 
1 as I am 2 

2 in the world 

3 of the world 
He was good 1 

1 as-well-as he was rich. 

Ob. III. 

Men should respect each other. 

Each man should be 5 

5 at his post. 

Each man 6 is well informed 

6 of these men. 

Close Reading, thus — Each man of these men is well informed. 

They saw each other 4. 5 

4 at church 

5 on each sabbath. 

Ob. IV. 

One is apt to think ill 7 

7 of others^ 



94 AMERICAN GRAMMAR. 

But one would not think that 3 

3 rational beings would be guilty 4 

4 of such faults 5 

5 as are these faults. 

One book should be bound 1 

1 the other book should be used 2 

2 in the form 3 
3 of a pamphlet. 

How much evil one sees 1 which to shun 8 
1 in all the walks 2. 6 
2 of life 
6. 8 every street and alley 9 are full 20 
9 of a populous city 
20 of such objects 30 
30 as make a wise man cautious, a foolish one misera- 
ble, and a feeling one sad. 
That one was Perry 5. 30 

5 on the lake 

30 if ever any man subdued a powerful enemy. 

We should be kind 1 

1 to one another. 

How often does one feel the pangs 10 

10 of sin. 
He called one man 6 and sent him 7. 9 

6 of his men 

7 to get an apple 8. 3 

8 for the child 
9. 3 and he got one. 
One 6 apple is mine. 

CLOSE READING*— 

One apple of these apples is mine. 

One's own interest leads one to do deeds or acts right. 

The ones 6 are such ones 8 

6 which you have 

8 as will please me. 
The boy's books are old 4. 8 

4 whom I teach 8 
3. 8 the one's books are new 9 

9 whom you teach. 
It is one individual 3 

3 of the twelve. 



AMERICAN GRAMMAR. 95 

Ob. V. 

Men should respect each other. 

Each man should be 

at his post. 

Each one 6 is well informed 

6 of these men. 

They saw each other 8. 9 

8 at church 

9 on each Sabbath. 

Ob. VI. 

The book is far off 6. 7. 9 

6 that you see 7. 3 

9. 7 the one is near by 8. 4 

8 that I see 5 

5. 4. 3. 9 hence that appears less 

than this appears. 

Soul and body must separate 

that will return 5. 6 

5 to its makerj 7 

6. 7 this will return 9 

9 to its primitive dust. 

That book is an old work; 9 

9 this book is a new one. 

That thing 6 was that thing 8 

6 that that man said 

8 that that man should say again. 

That has four letters. 

9 Did this man sin 9. 20. 

9 Master, 

20 or did his parents sin 30 

30 that he was born blind. 9 

I must work the works 8 

8 of him 9 

9 that sent me. 

Then said the Jews 8. 9 

8 unto him 
2 now we know that 10 

10 thou hast a devil. 

(Rep, cause.) It is thought to have been the gout 20 

20 that made him so very peevish and discontented 4 

4 with all the persons 30 



96 AMERICAN GRAMMAR. 

30 that were 40 

40 about him. 

He is not worthy 8. 4 

8 that loveth father or mother more 9 

9 than he loveth me. 

4 of me. 
He 4 shall lose it 4 

4 that findeth his life. 
He receiveth me 5. 6 

5 that receiveth you 7 

6. 7 and he 8 receiveth him 9 

8 that receiveth me 

9 that sent me. 

I say 8 that 8. 9 

8 unto you 

(Rep. fate) 9 it shall be more tolerable 20. 

20 for the land 6 

6 of Sodom 

3 than it shall he 40 

40 for you. 

That person is the boy 60 

60 that I saw. 

That book is one 3 

3 that I read. 

Ob. VII. 

John has six books 3. 2 

3 and his brother has seven books 4 

2. 4 those make thirteen books when 9 

9 they are added 8 

8 to these. 

Those books are newer 8 

8 than these books are. 

Those persons 6 should speak and tell why 

6 of you 

8 that would not have him to rule us. 

We are entertained 8. 9. 30 

8 in the city 40 

9 by the works 20. 50 

20 of man; 60 

S in the country, 100 

60. 50. 40. 30 we are entertained 10. S 



AMERICAN GRAMMAR. 97 

10 by the works 2. A 

1 of God: 6 

100 this is the presence 200. R 

200 of nature; 16 

R. 16 that is the presence 3 

3 of art; 

S. A. 6 these astonish ns; B 

B those we comprehend. 

Ob. VIII. 

John has six books 8. 4 

8 and his brother has seven books, A 

A. 4 those make thirteen books when 6 

6 they are added 9 

9 to these. 

My brother had some apples and cents 8 

8 these he gave 9 

9 for those. 

Those books are newer 8 

8 than these books are. 

Those persons 6 should speak and tell why 9 

6 of you 

9 that would not have him to rule us. 

We are entertained 1. 2 

1 in the city 3. D 

2 by the works 4. 5 

4 of man; 6 

9 in the country 50 

(but) 1. 3. 5. 6 we are entertained 9. 10. S 

50 by the works 19. R 

19 of God; B 

S. R. B. 50 this is the presence 60. 80. 90 

60 of nature; 70. 90 

80. 70. D * that is the presence 30. -90 

30 of art; A 

A. 90 * these astonish us; 40 

40 those we comprehend. 

The star * shows that and or but may be introduced in giving an 
illustration of the bearing of the inferior sections upon the superior 
ones; and, as and and but mean add or join, the question is, to how 
many sections the added one must be added, or subjoined. 



98 AMERICAN GRAMMAR. 

Ob. IX. 

The parent obtained what thing 8 
8 it was 9 
9 which the son desired. 
What thing or book shall I get 8 
8 for you? 
What man's able 8 
8 to meet such misfortunes 3 
3 as are these misfortunes? 
8 Shall he 9 submit 9. 3 
8 what 
9 who is strong 
3 to him 5 
5 who is feeble? 
(partly) (partly) 

What and what they preserved Jtheir lives 8. 9 

8 with the bread 

9 with the wine. 

Note, — [They preserved their lives partly (with the bread) and? 
partly] (with the wine.) 

Give thou what thing 8. 9. 3 

8 to me, 2 

9 it is, 5. 7 

5 which I want 1 

3. 2. 7. 1 and I will leave you 60 

60 sir 

Note. — Here it is clear that the section, " I will leave you," is to 
he added to all the others, since it requires all the others to express 
the condition upon which I will leave you. 

Ob. X. 

Which man shall return? 

Have you the book which 9 to read 

9 you wish 

Give thou an apple 8. 9 

8 to me 

9 which is ripe. 

Observations upon the following toords, which vary 
their grammatical characters and names according to 
their application in sentences. 

Another - - another's. 
As 



AMERICAN GRAMMAR. 99 



Each 
One 



one's, ones', ones. 
Other - - other's, others', others. 

That - - those. 

This - - these. 

What - - 

Which - - 



Observation I. 

Another, may be a noun and an adjective. 

1. It is a noun where it is used in a reciprocal sense: 
as, They saw one another. 

^ 2. It is an adjective, where it refers to some nowi 
either expressed or understood^ as, I have another's 
book, I wish another apple, I have taken two shares, 
and want another , 

3. It is an adjective where it refers to another adjec- 
tivej as, I have another man's hat. 

Exercises under Observation I. 

Directions. 

The first use which is to be made of these Exercises, is in con- 
struing — and in this the preceding key will be of great service to 
both teacher and pupil. Every section there stands in a line by 
itself; the close reading is there pointed out by figures — and each 
ellipsis is there properly filled. 

The next use which is to be made of these exercises, is in parsing. 
But before this exercise can be performed to advantage, the obser- 
vations standing above the exercises, must be thoroughly studied. 

The pupil should enable himself by means of his own reflection 
and the key, to supply every word which is understood, before he 
attempts to parse a sentence. 

[I must not use another's book when] (I have one) 
(of my own.) 

They accommodate one another daily.] 

Give , ( • James) another apple.] 

[The interest (of another , ) is not as dear] 
(to me) (as my own , , .) 

[I claim this one] (for my own , ) — (but 

another , claims it) (as another's , .) 

[This day suits my interest,-] (another , may suit 
another's , better) (than this , , , .) 

[Any interest, (except my own , ) is ano- 

ther's , .] 



100 AMERICAN GRAMMAR. 

(Ah,) [here comes another , j] (and (of 

course) another's views are to be givenj) (another's 
Interest , to be taken) (into the affair^) (and 
another's whims, prejudices nnd opinions , to 

be nursed.) 

Observation II. 

Jig) may be a noun and an adjective. 

1 . It is a noun where it follows such, much, or many; 
as, he has such fruit as I desire. 

When as stands next to a sentensic adjective, it is a sentensic 
pro noun ; as, I have such apples as please me. 

But when any word stands between as and the sentensic, as is an 
insentetisic pro noun; as, I have sueh apples as he purchased. 

2. It is a partial insentensic where it is used in the 
sense of for; or in the sense of the phrase — " in the 
character of;" as, he went as a soldier. 

3. It is a partial insentensic when between two sec- 
tions, denoting a comparison; or when used with well 
as; as, I am not so old as he is — he is good as well as 
bad, 

4. It is an impartial insentensic where it denotes 
the time of the event; as, as he came in, I went out. 

That is, when he came in, I went out. 
5* Also where it is used much in the sense of so; as, 
S.s -far as I am able to judge. So far, &c. 

Exercises under Observation II. 

[Give , ( , me) such , (as I 

purchased,) and as much , ] (as I purchased * 
(and I shall be satisfied.) 

[Do , the job] (in such a manner) (as will 
please him,) (and he will give, ( , you) as many 
dollars) (as will pay you well) (for your trouble.) 

[Such , (as I have,) I will give] (unto thee.) 

[No such thing was ever declared] (as he seems 
to recollect.) 

, Much) (as man desires) [a little will answer.] 

"As (Jesus passed by) he saw a man] (that was blind) 
(from his birth.) 

[As long (as I am) (in the world,) I am the light] 
(of the world.) 

"He was good] (as well as , , rich.) 

"They came] (as pupils) (to my school) 



AMERICAN GRAMMAR. 10 1 

Observation III. 
Each may be a noun and an adjectire. 

1. It is a noun where it is used in a reciprocal sense; 
as, they confide 'm each other. 

2. It is an adjective where it is added to a noun 
either expressed or understood; as, he gave each man a 
dollar — He met ten lads, and gave each , a crown. 

3. It is an adjective where it is added to another 
adjective; as, he saw each man's sword. He gave each 
pupil's book to the teacher. 

Exercises under Observation III. 

'Men should respect each other.] 
"Each man should be] (at his post.) 
'Each , (of these men) is well informed.] 
"They saw each other] (at church) ( , each 
sabbath.) 

[Each man's hat is black.] 

[They obtained a dollar] (for each one's knife.) 

Observation IV. 

One may be a noun and an adjective. 

1. It is a noun when in the plural form; as, these 
ones are ripe. 

Also when it is used in a reciprocal sense; as, They 
saw one another. 

When one is used in any other sense than that of unity or single- 
ness, it is a pro noun; as, Will he pretend to vie with one like me ? 
Where one heareth the word of the kingdom, and understandeth it 
not, then eometh the wicked owe, and catcheth away that which 
was sown in his heart, " He will call one of these days, One should 
be kind and liberal in all things," " I will not use your book while 
I have one of my own," The one which you gave me, They met 
one another. 

2. Where one means nothing but unity, as well as 
where it is used much in the sense of single, and refers 
to some noun, it is an adjective; as, there is but one 
God, He paid me but one dollar. 

In the sense of single; as, if any one soldier ever sub- 
dued a powerful enemy, it was Perry on the lake. 
One , of them must return, 
That is, one person or individual of them, must return, 



10& AMERICAN GRAMMAR. 

When one has the apostrophic form, whether in the 
singular or plural, it is an adjective; as one's mind 
should be improved, &c. These on&s' books. 

Exercises under Observation IV. 

[One is apt to think ill] (of others.) 

[But one would think that] (rational beings would 
not be guilty) (of such faults) (as , these , .) 

[One book should be bound,] (the other , 
should be used) (in the form) (of a pamphlet.) 

(In all the walks) (of life) [how much , one 
sees , to shun:] (every street and alley (of a 
populous city) are full) (of such objects) (as make a 
wise man cautious, a foolish one miserable, and a feel- 
ing one sad. 

(" If ever any one man subdued a powerful enemy,) 
[that one was Perry] (on the Lake.") 

"We should be kind] (to one another.) 

'How often does one feel the pangs] (of sin!) 

"He called one , (of his men,) and sent him] 
(to get an apple) (for the child;) (and he got one.) 
One , (of these apples) is mine.] 
One's own interest leads one to do right.] 

"The ones (which you have) are such ones] (as will 
please me.) 

[The boys' books (whom I teach) are old] — (the 
ones' books (whom you teach) are new.) 

[It is one , ] (of the twelve.) 

Observation V. 

Other may be a noun, and an adjective. 

1. It is a noun where it is used in a reciprocal sense, 
and where it has the plural form; as, They heard of 
each other. His brothers and others were present. 

2. Others 9 or other, when it refers to a noun, is an ad- 
jective; as, Others' books are not mine, He wishes other 
articles. 

3. When other refers to an adjective, it is an adjec- 
tive; as, other people's business should not concern me. 

Other in the possessive form (others') can never be added to ano- 
ther adjective. Nor can other be rendered possessive in the singu- 
lar — for we cannot say other's books — Though we say with pro- 
priety, another's books. 



AMERICAN GRAMMAR. 103 

Exercises under Observation V. 

~Men should respect each other.] 
Each man should be] (at his post.) 
Each , (of these men) is well informed.] 
^They saw each other] (at church.) ( , each 
Sabbath.) 

[One is apt to think ill] (of others.) 

Observation VI. 

Thai may be a noun, and an adjective. 

1. It is a noun where it can be exchanged for zvhich, 
who, or whom; as, he is the pupil that learns grammar 
—who learns. This is the book that I purchased — 
which I purchased. 

2. That — is a noun where that and this are used in 
contrast, that denoting what is more distant, or what is 
first mentioned — this what is less distant, or what is last 
mentioned; as, Wednesday and Sunday were both fine 
days — though that was cold, but this quite warm. Which 
day was cold? 

3. That — is a noun where it represents a following 
section, or all the following parts of a sentence; as, He 
said that he was in the city of London, in 1825. 

I. — When that stands next to the sentensic adjective, it is a sen- 
tensic pro noun ; as, he is the lad that came for the books. 

But when any other word stands between that and the sentensic 
adjective, that is an insentensic pro noun; as, he has the book that 
he purchased. 

II. — That is a noun when it represents a clause or section, and 
either by apposition or otherwise, stands connected with a sentensic 
or a partial insentensic adjective ; as, it is said that he went, &c. 

Here that is put by apposition with it. (See the Appeal, page 92.) 

That — is an adjective where it refers to a noun — and 
can be exchanged for the; as, that book — the book. 

That — is an adjective where it refers to an adjective 
and can be exchanged for the; as, I saw that man's 
house, — the man's. 

Exercises under Observation VI. 

[The book (that you see) is far off;] (the one (that I 
see) is near by$) (hence that appears less) (than this 
> 



104 AMERICAN GRAMMAR. 

[Soul and body must separate;] (that will return) 
(to its Maker;) (this , , ) (to its primitive 

dust.) 

[That , is an old work;] (this , is a new 
one.) 

[That thing that (that man said) was that thing] (that 
that man should say again.) 

[That has four letters.] 

(Master,) [did this man sin] (or , his parents 
, ) (that he was born blind?) 

T must work the works] (of him) (that sent me.) 

[Then said the Jews] (unto him), (now we know that) 
(thou hast a devil.) 

That — is here a pro noun, representing the section — " thou hast 
a devil." 

[It is thought to have been the gout] (that made him 
so very peevish, and discontented) (with all , 

, ) (that were) (about him.) 

[He (that loveth his father or mother more) (than 

, , me) is not worthy] (of me.) 

[He (that findeth his life) shall lose it.] 

[He (that receiveth you) receiveth me;] (and he (that 
receiveth me) receiveth him) (that sent me.) 

[I say (unto you) that] (it shall be more tolerable) for 
the land) (of Sodom) (than , , , ) (for you.) 
That , is the lady] (that I saw.) 

"That book is the one] (that I read.) 

Observation VII. 

This — may be a noun, and an adjective. 

1. It is a noun where it is used in contrast with that 
or those, that or those denoting what is more distant or 
first mentioned — this what is less distant or last men- 
tioned; as, Wednesday and Sunday were both fine days; 
though that was cold — but this warm. 

2. This — is an adjective, where it is added to a noun 
either expressed or understood; as, This book is new, 
that , is old, [This , is the book which I desire 
to read.] 

That is, this book is the book. 

3. This — is an adjective where it refers to another 
adjective; as, This man's hat is new. 



AMERICAN GRAMMAR. 105 

Exercises under Observation VII. 

[John has six books] (and his brother , seven 
, ;) (those , ( , , added) (to 

these) make thirteen , .) 

[My brother had some apples and cents;] (these he 
(gave) (for those.) 

[Those books are newer] (than these , , .) 

[Those , (of you) (that would not have him 
to rule us,) should speak and tell why.] 

(In the city) [we are entertained] (by the works) (of 
man;) (in the country) ( , , , ) (by the 

works) (of God:) (this is the presence) (of nature;) 
(that , , ; ) (of art;) (these astonish us;) 
(those we comprehend.) 

Observation VIII. 

Those — is the plural of that, and may be a noun, and 
an adjective. 

1. Those — is a noun where it is used in contrast with 
this or these, those denoting things which are more dis- 
tant, or first mentioned; and this or these denoting what 
is less distant or last mentioned; as, "I have two ap- 
ples, and three plums — those I shall keep; these I shall 
give to you." 

2. Those — is an adjective where it refers to a noun, 
either expressed or understood; as, Those children are 
idle, These pupils are studying; but those , are 

not. 

3. Tlwse — is an adjective, where it refers to another 
adjective; as, those men's gloves. 

Observation IX. 

These — is the plural of this, and may be a noun, and 
an adjective. 

1. It is a noun where it is used in contrast with those; 
those denoting* the things which are more distant either 
in time or space, and these, the things which are less 
distant in time or space; as, I have two apples and 
three plums—" those I shall keep— these I shall give to 

you." n 

2. These — is an adjective where it refers to a noun 
either expressed or understood; as, Those children are 



106 AMERICAN GRAMMAR. 

idle; but these , are busy, These books are new; 
those 3 are old. 

Exercises under Observations VIII. and IX. 

[John has six books] (and his brother , seven 
, ) (those , ( , , added) (to 

these) make thirteen , .) 

[My brother had some apples and cents;] (these he 
gave) (for those.) 

Those books are newer] (than these , , .) 
Those , (of you) (that would not have him to 
rule us,) should speak and tell why.] 

(In the city) [we are entertained] (by the works) (of 

man,) (in the country) ( , ■ , ) (by the 

works) (of God:) (this is the presence) (of nature;) (that 

, , , ) (of art;) (these astonish us;) (those 

we comprehend.) 

[Those men's goods are fine] (but these men's goods 
are coarse.) 

Observation X. 

What m^y be a noun, and an adjective. 

1. It is a noun where it is used to express some sur- 
prise or sudden emotion; as, What! who comes there? 

2. It is an adjective where it refers to a noun either 
expressed or understood; as, [The parent got what 

5 J C 5 5 ) ( , the son desired.) 

The common practice is to omit what in some instances. But 
surely none will say that this omission is a solution of the word ! 
That and which take the place of ichat. These words are parsed, 
and what is thrown out! Now, if the parsing of that and which can 
be considered a parsing of what, the parsing of a word is sometimes 
entirely different from any thing of which I have had a conception. 
Let us take the true method, which, I believe, is the following:— 

He got what he wanted. 

That is, He got what thing it was which he wanted. The word 
what is an adjective, relating to thing understood. The calling of 
words compound relatives, and then throwing them from the seiv 
tence, is certainly a queer way of parsing them ! ! ! 

3. What is an adjective where it refers to another 
adjective; as, what man's interest is safe in bad hands? 

4. It is an adjective also where it is used in the 
sense of partly; as, What by magnifying, ivhat by dimi- 



AMERICAN GRAMMAR. 107 

nishing, what by distorting and disfiguring, he has in 
many places burlesqued the original. 
That is, partly by magnifying, &c. 

Exercises under Observation X. 

[The parent obtained what , ] ( 

> ) ( y the son desired.) 

[What , shall I get] (for you?) 

[What man is able to meet such misfortunes! (as 
these , .) J v 

(What!) [shall he (who is strong) submit] (to him) 
(who is feeble?) 

[What (with the bread,) and what (with the wine,) 
they preserved their lives.] 

[ Gi ^e , ( , me) what , ] ( 

r . > ) ( > I want;) (and I will leave you,) 
(sir.) 

[ What , is the hour,] (John?) 
Observation XI. 

Which may be a noun, and an adjective. 

1. It is a noun where it is so used as not to refer 
to any noun after it; as, this is the book which I pur- 
chased. 

2. It is an adjective where it is so used as to refer to 
a noun either expressed or understood, which follows it; 
as, which man shall I call? Which , of these 
books is mine? That is, which book of these books is 
mine? 

3. It is an adjective where it refers to another adjec- 
tive; as, which man's lot is the larger? 

The words, all, such, former, latter, little, much, some, any, few, 
many, fyc. are generally adjectives— and often refer to nouns, un- 
derstood; as all of them came. 

That is, all the individuals of them came. ( See pages 88, 89.J 

Observation XII. 

When an impartial sentensic of the conjunctive form 
becomes a noun, of is either expressed or understood 
after it; as, The attributing to faculties that power 
which does not belong to them, has deceived many. 

That is, the attributing of that power to faculties. 



108 AMERICAN GRAMMAR. 

Exercises under Observation XII. 

(By reading) ( , good authors) [we improve 

our style.] 

"My reading ( , the book,) gave offence.] 
"His writing ( , the letter) displeased them.J 
"The walking (of the lad) was slow.] 
(By walking slowly) [we prolong our journey.] 

Observation XIII. 

When an adjective or pro noun bears the same rela- 
tion to an assemblage of words, which it does to a noun, 
the assemblage, in relation to the adjective or pro noun, 
is a noun, and is sentensic or insentensic, according to 
the manner of construction. 

SPECIMEN OF PARSING. 

[" John has] (his arm shot off.") 

John — is a sentensic noun, third order, singular number. 

has — . . an impartial sentensic adjective, pre- 
sent tense, referring to John and the engrossed 
noun, his arm shot off. 

his arm shot off— is an insentensic noun, third order, 
singular number. 

his — is an impartial insentensic adjective, representing 
John's, and referring to arm. 

arm — i s a sentensic noun, third order, singular number. 

shot — . . a partial sentensic adjective referring 
to arm. 

off— is an impartial insentensic adjective, referring 
to shot. 

EXERCISES. 

1. [He said, where art thou?] 

" where art thou?" 

2. [He said, they will reverence my son.] 

" they will reverence my son." 

3. [His disciples asked (of him) who did sin?] 

"who did sin?" 

4. [Jesus saith (to Simon Peter) lovest thou me?] 

" lovest thou me?" 

5. [And Peter said, (Lord) thou knowest all things.] 

(" Lord) (thou knowest all things.") 



AMERICAN GRAMMAR. 109 

Let the pupil parse the words in the noun which is made up of 
two or more words, in every instance. We shall no longer set this 
noun out from the other part of the sentence — the learner may now 
take the noun as it is first printed. 

6. [ u They answered, and said (unto him,) (Abraham 
is our father.")] [" Jesus said (unto them,) (if ye were 
Abraham's children,) (ye would do the works) (of 

Abraham.")] 

7. [" But now ye seek (to kill me.")] 

If we here ask what is sought, the answer is — " to kill me." Sup- 
pose, then, the sentence read— But now ye seek my death; the word, 
death, would be parsed as the insentensic noun of seek. 

[8. " He has some recollection] (of (his father's 
being) ( , • , , ) ( , a judge.")) 

If we ask, what is the insentensic noun of of, the answer will 
be — " his father's being a judge." In relation to of, then, this 
clause is a noun. (See the Appeal, page 63.) 

9. [[To sing , ] is delightful.] 

10. [To eat food] is necessary] (to life.) 

11. [It is important] (to be) (in good health.) 

12. [An American would resent (his being denied) 
( , the use) (of his musket.")] 

In relation to the pronoun it, the clause " to be in good health," 
is a noun; the word it being the representative of this clause. It is 
important. What is important ? " to be in good health" 

In relation to resent, the clause " his being denied the use of his 
musket," is a noun. The clause is mechanically independent, be- 
cause the words which constitute it, may be grammatically solved 
without including the others which are in the sentence. 

Observation XIV. 

The titles of books, which comprise two or more 
words, are nouns; as, " Brown's Remains" " Nelson's 
Devotion" "Edwards on Redemption" 

Observation XV. 

Sometimes where the precedes the name of the quali- 
ty, the Adjective becomes the name of the person or 
thing possessing the quality, hence should be parsed as 
a noun; as, " the good are happy." 

EXERCISES UNDER OBSERVATION XV. 

1. [The good are always protected.] 

2. [The wicked flee whenj (no man pursueth them.) 

K 



110 AMERICAN GRAMMAR. 

3. [The rich are not so happy] (as many 
think.) 

4. [The learned must have been studious once.] 

5. [The poor, (if , , content,) are as well 
off] (as the rich , .) 

Observation XVI. 

Generally, the sentensic section in which to is used, is 
made up of a superior, and an inferior assemblage of 
words. One introduces and sustains the other, and is 
called the superior part; as, " He teas delighted to see 
his brother." 

As the other portion of the section is introduced, 
and sustained by the superior part, it is denominated 
the inferior part,- as, " He was delighted to see his 
brother." 

Observation XVII. 

In one construction, the inferior part of the sentensic 
section becomes the superior, and stands as an en- 
grossed sentensic noun to the inferior; as, To see his 
brother was delightful. 

Observation XVIII. 

In one construction the inferior part of the sentensic 
section becomes an inferior part of an insentensic sec- 
tion also; as, [It is easier (for a camel) to go.'] 

Close Reading — It is easier to go. 
Close Reading — for a camel to go. 

In this construction the inferior part has the com- 
pound relation, for it refers to the superior parts of 
both sections. 

To is an impartial insentensic, referring to go. Go is a partial 
sentensic, referring to camel. 

CONSTRUING RULES. 

Rule. I. — A new sentensic noun, or a repetition of a 
preceding one with a new sentensic adjective, forms a 
new section; as, 

1. John reads; and Stephen writes. (2 sections.) 



AMERICAN GRAMMAR. HI 

2. A certain man planted a vineyard; and he set a 
hedge; and he digged a place; and he built a toiver; and 
he let it out; and he went.'' 6 sections. 

Here the sentensic noun, man, is repeated five times in he — and 
in each repetition there is a new sentensic adjective : — there are 
five new sections, or five minor sections, which, with the first or 
major, make the six sections which the sentence comprises. 

This sentence, however, may be so formed as to constitute but 
one section ; as, 

A certain man planted a vineyard, and set a hedge, 
and digged a place, and built a tower, and let it out, 
and went. 

Rule II. — All the sentensic, and all the insentensic 
nouns to which the same sentensic adjective refers, be- 
long to the same section^ as,' 

1. " They took him, and killed him. and cast him 

outr 

2. " Peter and James and John and Andrew asked pri- 
vately" 

Rule III. — Every partial insentensic adjective, and 
every repetition of an adjective of this class, form a new 
joint in the sentence, and give a new section; as, 

1. He walked from his house, with me, to the ship, 
with his cane. (5 sections.) 

2. He walked with me, and with him. (3 sections.) 
Note.— The omission of the second with destroys the third joint 

in the sentence ; and thus forms the two limbs of the sentence into 
one branch; as, 

" He walked with me and him." (2 sections.) 

Rule IV.— When the writer omits sentensic words 
to enable the ing termination of a sentensic adjective to 
express the relation of one event to another, all the 
events must be included in the same section; as, " He 
cried, saying, have mercy on me." 

Note.— Here the word saying, does not denote an act which is 
distinct from that denoted by cried— both words denote the same 
event; " saying," however, is a little more definite, and is used to 
express the exact meaning of the word, " cried." Saying, then, in 
the above instance, seems to bear an explanatory or an illustrative 
relation to cried. 

Rule V. — When the writer employs the sentensic 
words, the relation of one event to another is expressed. 



112 AMERICAN GRAMMAR. 

not by the ing termination of a sentensic, but by a dis- 
tinct word, and the different events fall into distinct 
sections; as, " There is a wicked man who hangeth 
down his head sadly, and who is thus casting- down his 
countenance; and who is thereby making as if he heard 
not.' 5 

It is obvious that the act of casting down his countenance falls 
out of the act of hanging the head sadly. Nor is it less clear that 
the act of making, springs from that of casting down the counte- 
nance. The relation which the act of casino- bears to that of hang- 
ing, is expressed by " thus" — and that which the act of making 
hears to that of casting, is expressed by thereby. But if the sen- 
tensic words were omitted, " thus" and " thereby" could be dispensed 
with, for the very relations which these words express, would then 
be denoted by the ing termination of the sentensic — 

" There is a wicked man who hangeth down his head 
sadly, casting down his countenance, making as if he 
heard not/ 5 

As the sentence is here presented, the following portion of it falls 
under Rule IV., which requires that when the writer, &c — 

" Who hangeth down his head sadly, casting down his 
countenance, making" 

Rule VI. — Where the supplying of the ellipsis pro- 
duces a degree of identity which the writer does not 
intend to express, the partial sentensic of a conjunctive 
form, should be included in the superior section, and re- 
ferred to the in sentensic or the sentensic noun; as, I 
saw the bird flying. 

Partial sentensics following to, either expressed or 
understood, may refer to insentensic nouns; as, I saw 
him walk. 

SPECIMEN OF CONSTRUING. 

[A certain man planted a vineyard, and set a hedge 
(about it), and built a tower, and digged a place (for the 
wine-rvat), and let it out (to husband-men), and wentj 
(into a far country.) 

1 . " A certain man planted a vineyard, and set a hedge, 
and built a toiver, and digged a place, and let it out and 
tveni," 

Is a complete major section of the sentensic kind. 



AMERICAN GRAMMAR. 113 

2. about it, 

is a complete minor section of the insentensic kind, simple relation, 
referring to its own part of its superior section. 

Close Reading. — And set a hedge about it. 

Its own part is that part of the superior section with which the in- 
ferior makes sense. 

Generally, however, the inferior section will make sense with all 
the superior — and when it does, the construing should be performed 
in the usual phraseology ; namely, " referring to its superior sec- 
tion" 

N. B. Let the pupil construe this verse, and all the 
following Exercises, according to the preceding speci- 
men. To aid him in the beginning ', the first example is 
broken into sections. 

EXERCISES. 

1. A certain man planted a vineyard, and set a hedge„ 
and built a tower, and digged a place, and let it out, and 
went. 

2. about it, 

3. for the wine-vat. 

4. to husbandmen. 

5. into afar country. 

1. Verily, verily, I say unto you, he that entereth not 
by the door into the sheepfold, but , climbeth up , 

some other way, the same is a thief and a robber 

1 [I say] 

( Verily, verily he, the same is a thief and a robber) 

(unto you,) 

(that entereth not) 

(by the door) 

(into the sheepfold,) 

(but that climbeth up,) 

(by some other way.) 

2. Mere system makers invariably rely upon the au- 
thority of great names, for the truth and value of their 
theories. (5 sections.) 

Should for be repeated before value, the sentence would com- 
prise six sections. 

3. Nature has bestowed, on man, a bodily figure , 
, completely adapted to his mind, f 4 sections.) 

k 2 



114 amp:rican grammar. 

4. There is a generation— Q, how lofty are their eyes 
— and their eye-lids are lifted up. (4 sections.) 

5. " There is a wicked man that hangeth down his 
head sadly, casting down his countenance, and making 
as if he heard , not. (3 sections.) 

" There is a wicked man" is the major section. 

" That hangeth down his head sadly, casting down his counte- 
nance, and making," is a minor section. 

" Making" is not impartial, but partial. This word is not used in 
this instance in its oxen sense ; but in the sense of appearing. 

LUKE XXIII. 

1. And the whole multitude of them, arose and led 
him unto Pilate. (3 sections.) 

2. And they began to accuse him, saying, we found 
this fellow perverting the nation, and forbidding to 
give tribute to Caesar, saying that he himself is Christ, 
a king. (4 sections.) 

I. — The word, that, is an insentensic pro noun, representing " h* 
himself is Christ, a king." — (See observation upon that, page 103.) 

II. — By supplying the sentensic words before the noun, "king." 
another section might be formed; as, "who is a king." 

But there is no good reason for this. 

3. And Pilate asked him, saying, art thou the king 
of the Jews? and he answered him, and said, thou sayest 
it. (5 sections.) 

It frequently happens that some partial insentensic adjective is 
understood before the insentensic pro noun which follows answer, 
ask, &c. But in the above instance, asked evidently refers to him. 
And Pilate asked him. That is, he questioned him, saying, art 
thou, &c. 

However, the teacher who is of the opinion that of is understood 
before him, and that asked refers to the engrossed noun, " art thou 
the king of the Jews" may make six sections. The major, will 
then, be — 

" And Pilate asked, saying." 

N. B. The engrossed noun, art thou the king of the Jews, must 
not be included in construing — before the pupil comes to parse these 
exercises, he will have learned what disposition to make of this 
kind of construction. 

N. B. When the question is asked and the answer begins with a 
capital, the question is one sentence — and the answer another. But 
if the answer does not begin with a capital, both question and an- 
swer are included in one sentence, and of course there can be but 
one major section. 



AMERICAN GRAMMAR. 115 

4. Then said Pilate to the chief priest, and to the 
people, I find no fault in this man. (5 sections.) 

5. And they were the more fierce, saying*, he stirreth 
up the people, teaching , throughout all Jewry, 
beginning from Galilee, to this place. (5 sections,) 

6. When Pilate heard of Galilee, he asked, whether 
the man was a Galilean. (4 sections.) 

The words, he, and Pilate have changed positions, — and in read- 
ing the major sections, Pilate should occupy the place where Ac now 
stands — 

[Pilate asked when] (he heard) (of Galilee) (whether 
the man were a Galilean.) 

The word — when, refers not to heard, but to ashed. This may 
be rendered quite evident by the reference of the minor section, 
" at the time." 

" At the time" Pilate heard of Galilee, he asked whe- 
ther the man were a Galilean. 

.Now — does at the time refer to Pilate heard or to he asked? If 
it refers to Pilate heard, the sense is this — 

Pilate heard of Galilee at the time he asked whether 
the man were a Galilean!! 

But the meaning is retained, when at the time is referred to 

asked — 

Pilate asked at the time he heard of Galilee, whether 
the man were a Galilean. 

7. And as soon as he knew that he belonged unto 
Herod's jurisdiction, he sent him to Herod, who himself 
was also at Jerusalem at that time. (8 sections,) 

The major section — And he sent him as soon. 

As, in the major is an adjective, referring to soon — and soon is an 
adjective, referring to sent. 

As, in the minor is a partial insentensic, subjoining its own, to its 
superior section. 

8. And when Herod saw Jesus he was exceedingly 
glad; for he was desirous to see him for a long season, 
because he had heard many things of him; and he 
hoped to have some miracles done by him. (S sections.) 

Note. — Major section. And Herod was exceedingly glad when, 

By grace are ye saved,- ( , , ) through faith 
(4 sectio?is). 



116 AMERICAN GRAMMAR. 

For we know that if our earthly house of this taber- 
nacle, was dissolved, we have a building ( , , 

, ) of God, ( , , an house) ( , 

not made with hands; , , , eternal in the 
heavens. (11 sections.) 

For we walk by faith; , , , not , by 
sight. (4 sections.) 

Wherefore we labour that, whether , , 

present or absent, we may be accepted of him. (4 sec- 
tions). 

The chief captain commanded him to be brought into 
the temple, and that, he should be examined by scourg- 
ing. (4 sections.) 

^Tke major section — 

" The chief captain commanded him to be brought, and that" 

And the chief captain answered, with a great sum ob- 
tained I this freedom. (3 sections.) 

Major section — 

tl And the chief captain answered." 

And as they bound him with thongs, Paul said unto 
the centurion who stood by , is it lawful for you 
to scourge a man that is a Roman, and , , 

uncondemned ? (11 sections.) 

Note I. — The insentensic sections, which are founded upon time, 
space, or distance, are very frequently elliptical — and in such instan- 
ces, on, for, during, over or through is understood; as, He went 
, last week. 

That is, on last week. 

Note II. — When the receiver is mentioned before the thing re- 
ceived, for, to or unto is generally understood ; as, Give , 
me some water. 

That is, to or unto me. 

To, except in the partial construction, is understood before the 
sentensics which come after the superior part, that has either bid, 
dare, make, see, hear, feel, let in any form ; as, I saw him walk. 

That is, to walk. 

Exercises under the preceding Notes. 

He lived in London , a year. (2 sections.) 

He remained at home , six years. (3 sections. 
He travelled in the United States , three years. 
(3 sections.) 



AMERICAN GRAMMAR. IT/ 

He returned , last evening. (2 sections^) 

He studied grammar , six hours , each 

day. (3 sections.) 

He wrought , every minute of his time. (3 sec- 
tions.) 

Will you give , me your opinion of the affair. 

ctions.) 
He remained at home , six years. (3 sections.) 
They travelled in the United States , two 

years. (3 sections,) 

They returned , last Monday. (2 sections.) 
Give , , him some paper. (2 sections.) 
He will give , you a book. (2 sections.) 
He gave , me some apples. (2 sections.) 
I dared him , come to me. (2 sections.) 
He had heard her , sing that tune, (l section.) 
I feel them , move among the leaves. (2 sections.) 
He bade me , depart from him, to the house. 

(3 sections.) 

I saw the lads , rush into that house. (2 sec- 

tions.) 

I thought that it was he, whom I saw , move. 

(3 sections.) 

Him that is great , let him , be the younger. 

2 sections.) 

[Him thou let him to be the younger] (that is greatj 

They think it to be me whom they had so much in- 
jured. (2 sections.) 

The teacher bade him , read his book. 

[Let , him , hear'] (that hath an ear to hear.) 

Note I. — Thou, ye, or you is generally understood after the sen- 
tensics in the imperative, and. in the petitionary section ; as, Go 

, . Bring , the book. Forgive , our sins. Have , 
mercy on us. 

Note II. — The name which makes the mere address, with ita 
adjected words, forms a distinct section ; as, My good boy. thou 
hast come too late. 

Exercises under the preceding Notes. 
Hearken , unto me, my people. (3 sections.) 
Give , ear unto me, my nation. (3 sections.) 
Jerusalem, awake , and stand up. (2 sec- 

tions.) 



IIS AMERICAN GRAMMAR. 

Liberty, thou wast once delightful to every Swiss. 
(3 sections.) 

My Lords, I am opposed to this bill. (3 sections.) 

Gentlemen of the jury, I feel that I have much , 
to combat in advocating the cause of humble poverty 
against pampered oppression. (7 sections.) 

Behold , the Lord's hand is not shortened 
that he cannot save , . (3 sections.) 

Let , the words of my mouth, and the medi- 
tations of my heart , be acceptable in thy sight. 
(4 sections.) 



PART III. 

SYNTAX. 



■Syntax comprises the principles of constructing 
sentences from words. Syntax may be divided into 
government, agreement and position. 

1. Government respects the influence which one 
word exerts over another in giving it some particular 

form or character; as, thou writ est well. 

" Thou" gives the sentensic, " write," the st form. 

2. Agreement respects the exact correspondence in 
some of the properties of two or more wordsj as, 
" those ladies send their respects to you." 

Those, ladies and their agree in number; all being plural. 

3. Position respects the place of a word, or a sec- 
tion, in reference to another word, or another section; 
as, they rode for two days together; I will call, and pay 
you again. 

By the position of " together," the days are represented as being 
together. And by the position of " again," the speaker is made to 
say, that he will repeat the payment. In the following construc- 
tion, the above sentences are changed in meaning — " They rode 
together for two days," " I will call again, and pay you." 

OBSERVATIONS. 

Some of the sentensic nouns affix the s, es, th, t and si 
inflections to the sentensic adjectives^ as, He has 
written, He writes, Thou hast written. 

Others cut off these inflections^ as, I have written. 
They have written, We write. 



AMERICAN GRAMMAR. 119 

These affixes, s, es, th, t and st, are called sentensic 
inflections, first, because they are produced by the sen- 
tensic noun — secondlyj because they belong to the sen- 
tensic adjectives. 

The s, es and th inflections belong to sentensics of 
the present, and imperfect tense only; as, He writes, 
He has written. 

The t and st run through all the tenses; as, Thou 
writes/, Thou has/ written, Thou hads/ written, Thou 
wilf write. 

QUESTIONS. 

What is Syntax ? 

Into how many parts is it divided? 

What is the first part? 

What is the second part ? 

What is the third part ? 

Do all sentensic nouns affix the sentensic inflections? 

Do any sentensic nouns cut off the sentensic inflections? 

Will you repeat the sentensic inflections? 

Why are these affixes called sentensic? 

Where there are two or more sentensics, are the sentensic 
inflections given to the first, second, third or fourth adjective?— 
Always to the first. 

It may be well to observe here, that the old British Rule ,: The 

Verb must agree with its Nominative case in Number and Person," 
is intended for the regulation of the sentensic inflections. Had 
these inflections never existed, this Rule would never have had a 
place in English Grammars. This Rule, however, has not the 
least bearing upon these inflections — it is even applied where these 
affixes are not found; as, he wrote! (See Appeal, chap. xi. 
page 307.) 

Rule I. 
/ and the sentensic representatives* of / and me, re- 
quire am or was, and cut off the inflections from all 
other sentensics; as, I am, I was, I write, [I (that am 
now weak) was once strong,] [When (the child saw 
me) who am its present protector,] &c. 

Questions on Rule I. 
What is the first rule in Syntax ? 
What does /do? 

What are the sentensic representatives of /and me? 
What does that do when it represents /or me? 
Can which properly represent /or me? 

* Who and that are the only proper representatives of/ and me. 
Which should never represent / or me — for, " I tohich am your 
pupil," is bad English. 



]£0 AMERICAN GRAMMAR. 

Specimen of correcting bad English, in which there is an 
application of the first Rule, 

"I laughs." 

Improper — the error lies in the 5 inflection of laugh. The im- 
propriety is a violation of Rule first which says, &c (Here let the 
pupil repeat the Rule.) 

Therefore it should be, I laugh. 



The pupil should not say the error lies in is, canst, $*c, but in 
the t, st, s, es or th inflection, or in the use of is for am, &c. 

Exercises to be corrected according to the preceding Spe- 
cimen. 

I sings very little. 

I be in good health. 

I canst read French. 

I wilt return. 

I wast. 

I art. 

lis. 

I runs. 

I believest. 

Says I. 

Thinks I to myself. 

Says I, you can not return. 

I gets up, and goes to my business. 

"The child saw me] (who is its present protector, j 

"They called me] (that speaks) (to you.) 

'I (that reads so well) is now to declaim.] 

"I (who art bad) must repent.] 

"I (that art friendly) (to all) are glad to see thee, | 

T (who teaches thee) art thy brother.] 

Rule II. 

If there is no command or petition, thou and the sen- 
tensic representatives* of thou and thee, require art or 

* Who and that are the only proper representatives of thou and 
thee. 

As which is improperly applied to persons, it cannot be a proper 
representative of thou or thee — yet if any will incur the penalty of 
error in the use of this word, which must in such instances, be sub- 
ject, to Rule II. 






AMERICAN GRAMMAR. 1£1 

and give the t or st inflection to- all other senten- 
sics; as, Thou art. Thou ivast^ If thou art^ If thou wast 
there. Wast thou there, Thou couldst see thy friend, [I 

saw thee] (who didst betray my friend.) 

Questions on Rule II. 

What is the second rule in Syntax? 

What does thou do where there is neither a command nor petition r 

What are the sentensic representatives of thou and thee? 

What does that do where it represents thou ? 

What does that do when it represents thee? 

What does who do when it represents either thou or thee $ 

Specimen of correcting by Bide II. 
I hope that thou am well. 

Improper — the error lies in the use of am for art. 

The impropriety is a violation of Rule second, which say?, &'c, 

Therefore it should be I hope that thou art well. 

EXERCISES. 

Is thou reading 1 , Charles? 

Thou is my friend. 

Perhaps thou be a teacher. 

Thou smiles. 

Thou are in error, Thomas. 

Thou wrote too soon. 

Thou am called a hasty man. 

Why am thou not a philosopher? 

Do thou love, thy neighbour? 

Thou loved thy brother too little. 

Thou did not see him. 

Thou has a fine book, Stephen. 

Thou were at my house. 

Thou saw him with me. 

"The child saw thee] (who am its present protector.) 

"They called thee] (that speaks) (to you.) 

"Thou (that reads so well) am now to declaim.] 

= Thou (who is bad) should repent.] 

Note. — All Sentensic Adjectives should remain 
in their simple state where there is a command or a pe- 
tition without a declaration or question^ as, Give me a 

L 



122 V AMERICAN GRAMMAR. 

book, Forgive us our debts as we forgive our debtors 
Have mercy upon .us.* 

Specimen of correcting by Bule 11. 
Gives me a book, John. 

Improper— the error lies in the 5, inflection of give. 

The impropriety is a vioiation of Note first, which says, &c. 

Therefore it should be give me a book, John. 

EXERCISES. 

Comes here, Charles, and read. 

Writes these copies accurately, John. 

Comes in, Sir. 

Returns to me, John, immediately. 

Forgives thou us our sins. 

Has thou mercy upon us. 

Rule III. 

The singular sentensic noun of the third order re- 
quires is or was, and, if the word can take,f gives 'the 
s, es or th inflection to all other sentensics of the pre- 
sent, and imperfect tense; as, He is, He was, He hasA 
or hath written, The jury has, or hath agreed. 

OBSERVATIONS. 

Good writers have long been in the constant practice of using 
were, in certain instances, with the sentensic noun of the first or- 
der singular, wert with the sentensic noun of the second order sin- 
gular, and were with the sentensic noun of the third order singular* 
as, If .were there, If thou wert there, If he were there, Were I 
there, Wert thou there, Were he there, &c. 

The use of these substitutes (were, wert) for he, is inconsistent 
with the nature of that relation which exists between the sentensic 
noun and the sentensic adjective. Nor is this use of these forms 
consistent with the custom of using other sentensic adjectives to 
accomplish the same object. The object is to mark present time by 

* A command may be given in a declaratory form; as, Thou 
shalt not steal, Thou skalt return. ' 

A petition may be made in the interrogative form; as, Will you 
give me a book, Charles? ' ' ™ u 

\ May, can must might, could, would, should, will, shall and 
ought cannot take the s, es or th inflection. 

I Every name of an assemblage or collective body, is singular 
unless it has the plural form; as, Jury, Church, Co^tt^Col 



AMERICAN GRAMMAR. - 1£S 

the perfect tense form; as, Were I well, I would attend ; if I were, 
there, I would inform him of his danger. That is, iccre 1 now well, 
If I were now there. &c. 

But as was may express the present time with as much precision 
as were, why should were be preferred ? That other sentensics are 
used in the perfect tense form, to mark present time without any 
peculiar modification, may be seen from the following instances — 

1. If he wrote a good hand, he might be employed as 
clerk. (Present tense,) 

2. Did he write well, I would employ him. (Present 
tense.) 

3. Had he a book, he would learn Grammar. (Pre- 
sent tense.) 

4. Hadst thou a teacher, thou couldst be taught. 

Now, uniformity seems to require that wrote, did, had and 
hadst should be thrown into some peculiar form, when their perfect 
tense inflections are used to denote present time. But instead of 
seeking for uniformity in new forms for all sentensics in such in- 
stances, would it not be wiser to obtain it by abandoning were and 
wert by adopting was and wast f 

1. Was I a good writer, he would employ me. 

2. Wast thou a good scholar, thou couldst be em- 
ployed in teaching. 

3. If I was in Boston, I could see my friends. 

4. If thou wast well, we would return. 

These forms are also used in the perfect tense, when the sentence 
nouns are singular; as, 

If I were in Boston last week, he did not know it, If 
thou wert in Boston last week, I did not know it, If he 
were in Boston last week, I did not know it. 

If had English consists in a deviation in the use of any or of all 
the words of our language, from its true genius, the above use of 
were and wert, is certainly incorrect. 

There are those, however, who will attempt to sanction this use 
— they will resort to the subjunctive mode. But as this old sub- 
junctive mode is a mere grammatical dream, ungrammatically told, 
and beyond interpretation, no argument from this source, can sus- 
tain the use of these forms. 

Rules I. II. and III., are founded upon the true relation which 
exists between Be and the sentensic nouns — and a conformity to 
these rules is recommended, not only by truth, but by simplicity 
and consistency. 

Specimen of correcting by Rule III. 
He write to his friend every week. 



124 



AMERICAN GRAMMAR. 



Improper — the error lies in the omission of the 5 inflection of 
write. 
The impropriety is a violation of Rule III. which says, &c. 
Therefore it should be, He writes. 




EXERCISES. 

He am with John. 
Joseph art my brother. 
She are his sister. 
Stephen walk with me daily. 
It rain quite fast. 
She sing sweetly. 
James have a new book. 
He write his copies too fast. 
John have returned. 
She move gracefully. 
He drink too much water. 
The apple taste sweet. 
The grass grow high. 
He appear well. 
Neither precept nor discipline are so forcible as 
example. 

Either the boy or the girl were present. 

-Neither character nor dialogue were yet understood. 

Either money or credit are necessary to all. 

John or James write letters. 

Were he or his mother at church? 

There are enough already. 

Parliament have at length dissolved. 

The court have disagreed. 

The jury are not unanimous in opinion. 

The committee agree upon this point. 

The meeting were well attended. 

The Hock are fed. 

When the nation complain, its rulers should listen. 

The regiment consist of a thousand men. 

The crowd are so great that I cannot get through it. 

The weight are* sixty pounds. 

Sixty pounds is the weight. 



*The preceding sentensic noun controls the "sentensic adjee 
tive ; as, The wages of sin are death, Death is the wages of sin 



AMERICAN GRAMMAR. 125 



Rule IV. 



Plural sentensic nouns or singular ones subjoined by 
and, cut off all the sentensic inflections, and, except in 
a command or a petition, require are or were ; as, You 
write. Ye are. He and I were. 

Specimen of correcting by Rule IF. 
u We is well pleased." 

Improper — The error lies in the use of is for are. 

The impropriety is a violation of Rule IV, which says, &e 

Therefore it should be, We are well pleased. 

EXERCISES. 

They be fine apples. 

You is good children, James and Nancy* 

Ye art reading my part. 

They was in Philadelphia. 

They am not in this place now. 

The gentlemen art all satisfied^ and the ladies is much 
pleased. 

These lads runs. 

Hence comes wars. 

What signifies good opinions? 

Disappointments sinks the heart. 

[Fifty pounds (of wheat) contains forty pounds] (of 
Hour.) 

Socrates and Plato was eminent philosophers. 

The son and father meets together. 

Life and death is in the power of the tongue. 

The time and place was appointed. 

Idleness and ignorance is the parent of many vices. 

I, thou and he writes. 

Wisdom, virtue and happiness dwells there. 

Every plant, every flower and every drop of water 
abounds with living creatures. 

Every desire of the heart, and every secret thought 
is known to htm who made us. 

Each day, and each hour brings some business that 
requires our attention. 

It is observed by Mr. Comly, that" When the adjective tack, ttt* 
ry or no relates to two or more nouns of the singular number, the 

L 2 



i&6 AMERICAN GRAMMAR. 

verb must agree with each of them in the singular number; as. 
Every leaf, and every twig teems with life." 

If the ground here taken is good, Mr. Comly should extend his 
list of adjectives — for the repetition of the, a, this and that, gives 
the same degree of emphasis and fulness which a repetition of each, 
every or no produces ; as, The leaf, the twig, and the flower teem 
with life. If Mr. Comly is right, this principle should be required 
in the insentensic part of the sentensic section as well as in the 
sentence part — hence the sentensic adjective which refers to the 
first insentensic noun cannot refer to the second; as, I saw every 
leaf and every twig ! 

Now if and cannot subjoin twig to leaf \ saw must be repeated ; 
as, I saw every leaf, and saw every twig ! 

That Mr. Comly is opposed to grammatical consistency is not for 
us to assert ; but that he is opposed to himself will appear evident 
from a perusal of the following quotation taken from the very page 
of his grammar, which presents the above rule given in the form of 
a note ! 

'• But in cases where the subjects convey different ideas, and the 
verb is intended to be applied to any one of them, or to each of them 
separately, they should, be connected by the conjunction or, and come, 
under Rule 4th.' 1 

Note I. — When the sentensic nouns are singular, and of diffe- 
rent orders, the last controls the sentensic adjective; as, I or thou 
art in error, Thou or I am in error. 

EXERCISES. 

Neither thou nor he wast present. 
Neither he nor thou was present. 

Note II. — When the sentensic nouns are of different numbers. 
the last controls the sentensic adjective ; as, I or they are in error. 
They or I am in error. 

EXERCISES. 

Neither they nor he were present. 
Neither he nor they was present. 

Rule V. 

Have and be through all their variations give the fol- 
lowing sentensic a conjunctive form; as, I am readings 
I h&ve begun, I have written. The book is written, I am 
writing, Letters are written. 

Specimen of correcting by Rule V. 

I have did it. 

Improper— The error lies in the want of the conjunctive form of 
did. 

The impropriety is a violation of Rule V. which says, &c 
Therefore it should be, I have done it. 



AMERICAN GRAMMAR, 127 

EXERCISES. 

»I have came. 

It was drank. 

The birds have flew. 

He has wrote his copy. 

I would have wrote a letter. 

He had mistook his true interest. 

The coat had no seam, but was wove from the top 
throughout. 

The French language is spoke in every kingdom in 
Europe. 

His resolution was too strong to be shook by opposi- 
tion. 

The horse was stole. 

They had chose the part of honour and virtue. 

The Rhine was froze over. 

She was invited into the drawing room. 

My people have slid backward. 

He has broke the bottle. 

Some fell by the way side, and was trod down. 

The price of cloth has lately rose very much. 

The work was very well execute. 

His vices have weaken his mind, and broke his 
health. 

OBSERVATIONS. 

The conjunctive forms of a sentensic are called pure 
and impure. The pne which is so purely or entirely 
conjunctive that it can be used only in connection with 
another sentensic, is pure; as, I have written. The bird 
has Jlown j I am saying that he was there. 

That which may be used either with, or without an- 
other sentensic, is impure $ as, I have walked, I walked 9 
He cried, saying, have mercy upon us. 

The pure conjunctive form should never be used without have or 
te either expressed or understood ; as, He done it yesterday, I seen 
hifip at church. 

Rule VI. 

When the time and event both exist at the period in 
which they are mentioned, with no other cessation 
than occasional intermission, the present tense should be 

e d r 



I £8 AMERICAN GRAMMAR. 

1. They frequently call on us. 

2. He sometimes purchases of me. 

3. They are now and then in the city. 

4. Thou payest yearly. 

5. He goes into the country daily. 

The sentensic adjective frequently has the present tense form 
with a view to animate by bringing past events apparently into the 
present period ; or to enliven and impress by seeming" to re-act the 
scene ; as, Gentlemen of the jury, he plunges the dagger into her 
vitals, and takes her life for no better reason than that of revenge. 

Both time and event are supposed to have passed, but the speaker 
to make a deep impression uses the present tense. 

Observation I. 

The imperfect tense should be used where a portion 
of the time within which the event is placed, yet re- 
mains; as, 

1. I have written a letter to-day. 

2. I have seen him twice in my life. 

3. I have never drunk better water. 

A portion of my life yet remains — and as these events are placed 
within the period of my life, the imperfect tense must be used. He 
who has passed completely through ; or he whose period of life is 
perfectly passed off, may look back through the perfect tense ; as, 

1. I saw him twice in my life! 

2. I never drank better water in my life! 

Specimen of correcting under Observation 1. 
"I wrote to my brother to day/' 

Improper — The error lies in the use of the perfect tense. The 
impropriety is a violation of Observation I. which says, &c. There- 
fore it should be, I have written to my brother to-day. 

EXERCISES. 

I saw my uncle Thomas in market this morning. 

Mr. Jones made a thousand dollars this year. 

John, did you do the job yet? 

Did you see your sister since you have been in Phi- 
ladelphia ? 

I purchased this book this evening. 

I spoke with my brother since I went out. 

Will you go, James ? No, I concluded to remain at 
home. 



AMERICAN GRAMMAR. 129 

Observation II. 

When the period of time within which the event is 
placed, is all passed off, the perfect tense should be 
used ; as, 

1. I wrote a letter to my brother yesterday. 

2. I eat better fruit when I was in New-York than I 
have eaten since. 

3. I drank excellent wine in Boston last year. 

Specimen of correcting bad English by Observation 11. 
I have made out very well last year. 

Improper— The error lies in the use of the imperfect tense where 
the time is perfectly passed off. The impropriety is a violation of 
Observation II. which says, &c. Therefore it should be, I made out 
very well last year; 

EXERCISES. 

I have written to my brother a number of times while 
he was in Boston. 

While I was writing this work I have. prepared an- 
other for the press. 

He has seen me last week in Philadelphia. 

Observation III. 

Where one event took place before another, the first 
section should have the prior perfect tense ; as, 

1. They had dined before I arrived. 

2. I had concluded to return before I got my father's 
letter. 

Specimen of correcting bad English by Observation 111. 

I returned before John came home. 

Improper — the error lies in the use of the perfect tense for the 
prior perfect. The impropriety is a violation of Observation III., 
which says, &c. Therefore it should be, I had returned before 
John came home. 

exercises. 

Joseph wrote his copies before school commenced. 
Jane learned her lesson before she went to school, 
God created the earth before he formed man. 



130 AMERICAN GRAMMAR. 

I was in business a number of years before my bro- 
ther's death. 

They saw me twice at my own house before I called 
on them. 

Observation IV. 

When the superior part of the section is founded 
upon a hop e, command, desire or intention, the inferior 
part should have the present tense; as, 

1. They meant to write last week. 

2. We desired to find him at home. 

3. They bade* him return the booh. 

4. I told him to bring the articles. 

This observation is clear and important — clear because the 
prior tense would denote that whatever is hoped for, commanded, 
desired or intended, had been realised before even the existence 
of the hope, command, desire or intention — 

They meant to have written last week. 
We desired to have found him at home. 

Specimen of correcting by Observation IV. 

I saw him to have drunk the wine. 

Improper— the error lies in the use of the prior perfect tense for 
the present. The impropriety is a violation of Observation IV., 
which says, &c. Therefore it should be I saw him drink the wine. 

EXERCISES. 

The teacher told us to have done these sums. 
They intended to have returned home. 
We hoped to have seen all the family happy. 
They desired us to have gone home with them. 

Observation V. 

Where the event expressed in the inferior part of the 
section, had happened before that expressed in the su- 

* If bid, dare, make, see, behold, hear, feet, need or have is found in 
the superior part, to, except in the partial construction, should not 
be expressed in the inferior j as, I saw him write this 

letter. 

Dare forms an exception to this note when it signifies to chal- 
lenge. 



AMERICAN GRAMMAR. 181 

perior, the prior perfect tense should be used in the in- 
ferior; as, 

1 . I was delighted to have seen my brother. 

2. He was glad to have paid the debt. 

2. Here it is clear that the seeing had taken place before the de- 
light was felt ; as, He was delighted on Saturday to have seen his 
brother on Friday. 

It is also obvious that the payment had been made before the glad- 
ness was felt. 

Specimen of correcting by Observation V. 

I was much pleased yesterday to see you the day be- 
fore at my house. 

Improper — the error lies in the use of the present tense for the 
prior perfect. The impropriety is a violation of Observation V., 
which says, &c. Therefore it should be, I was much pleased yes- 
terday to have seen you the day before, at my house. 

EXERCISES. 

I was very sorry last evening to see you the night 
before, at a public house. 

I have been happy to day to see you at church last 
Sabbath. 

Observation VI. 

When the events in both parts of the section happen 
at the same time, both parts should have the present 
tense, or the superior, the perfect; as, 

1. 1 am delighted to see you. 

2. I was delighted to see you last week. 

Specimen of correcting by Observation VL 

I was delighted to have seen you. 

Improper — the error lies in using the prior perfect tense for the 
present. The impropriety is a violation of Observation VI., which 
says, &c. Therefore it should be, I was delighted to see you. 

exercises. 

I was pleased yesterday to have seen you yesterday. 
I hope to have got a letter to-day. 
I see you to have written the letter. 



132 AMERICAN GRAMMAR, 

Observation VII. 
When both events are future, and one is to take 
place before the other, have should follow will or shall * 
in the superior section; as, 

1. I shall have seen the merchant before you return; 

2, He will have learned his lesson by 10 o'clock. 

Specimen of correcting by Observation VII, 
John will call before you set out for Boston, 

Improper — the error lies in the omission of have, after will. The 
impropriety is a violation of Observation VII., which says, &c. 

Therefore it should be, John will have called before you set out 
for Boston. 

EXERCISES. 

We shall get some news at 1 1 o'clock. 
James will Write you before next week. 
He will send you the book before you want it. 

Note. — Will in the second order, as well as shall in the second 
and third, is never followed by have, in a declaratory section ; as : 

1. I will have written, Sec. 

2. Thou shalt have written, Sec. 

3. He shall have written, Sec. 

There is an obvious absurdity in promising in such instances 
But to foretel is consistent; as, 

I shall have written, Sec. 
Thou wilt have written, Sec. 
He will have written, Sec. 

Shall, in the first order, only foretells; as, I shall go to-morrow 
In the second, and the third order, shall promises, commands, or 
threatens; as, 

You or they shall be rewarded, Thou shalt not steal. 
The soul that sinneth, it shall die. 

Will, in the first order, denotes a promise, or a resolve; as, 

I ivill not let thee go. 
In the second, and the third order, it generally foretells, as, 
He will reward the righteous. 

Rule VII. 
The pro noun should agree in order, number and 
gender, with the nouns which it represents; as, Jane 
had seen James before she called him, The jury will re- 
main out till they have agreed on a verdict. 



AMERICAN GRAMMAR. 133 

Rule VIII. 

Those adjectives which are made from pro nouns 
must agree in order, number and gender with the ad- 
jectives which they represent; as, John saw his brother. 
The jury will remain out till its members have agreed 
on a verdict. 

Hitherto the subject of collective nouns or nouns of multitude, 
has not been well understood. That these nouns are not rendered 
peculiar from denoting bodies which are made up of different parts 
or memoers, is ^ery obvious. Is the prototype of the word, junj i 
composed of many members or parts? So is the prototype of the 
noun, hand! A jury may comprise twelve men, or twenty-four 
men — a hand comprises five nails, four fingers, one thumb, many 
joints, many arteries, man) 7 veins, and many bones! If the word 
jury, then, is a noun of multitude because its prototype compre- 
hends many parts or members, certainly the word, hand, is a noun 
of multitude! 

" Family'' is said to be a noun of multitude, while book is ex- 
cluded from this class. Yet there are very few families that com- 
prise as many members as a book. 

It is hardly possible to find a family that is composed of more 
than thiity parts or members—yet it is equally hard to find a book 
which is made up of so few parts, members, or pages! A family is 
one thing made up of parts— a book is one thing made up of parts — 
a jury is one thing made up of parts — a tree is one thing made up of 
parts—a church is one thing made up of parts — a minute is one thing 
made up of parts. Is the church composed of sixty parts or mem- 
bers, so is the minute. The word, minute, then, is as much a noun 
uititude as church. 

It may be said that as the members of a jury, &c. are distinct in- 
dividuals, it is hardly just to consider them as bearing the same 
relation to the jury which the fingers, &c. bear to the hand. 
True, John is a distinct whole; but he is also a mere part. John 
is a whole human being — but he is not a whole jury — he is a mere 
part of a jury. Every finger is a whole, abstractly considered; but 
in reference to the hand, every finger is a mere part, John is a 
part of a jury — a finger is a part of a hand ! 

It is bad say, 

The jury has agreed. 

And it is bad sense, and bad English also, to say, 

The jury have agreed. 

It takes two to make an agreement ! How. then, can one jury 
agree ? But for brevity this form of expression is generally used. 
The correct construction, however, is 

The members of the jury have agreed 

M 



134 AMERICAN GRAMMAR. 

But as this has a prolixity which the erroneous one has not, the 
incorrect one has grown into general use. A similar case is foiand 
in the use of you, when applied to but one person : as, 

John, how have you been? 

The people have been disposed to sacrifice sense to ease in 
phraseology. Hence instead of saying — 

" John, how hast thou been?" 

they have adopted the substitute, 

" John, how have you been?" 

1. "The jury has agreed.' 9 

2. "John, how have you been." 

In both, there is a defect in sense. The defect in sense in the 
first, lies in asserting that one can make an agreement ; or, in other 
words, in intimating that it does not require as many as two to 
make an agreement. 

The defect in sense in the second, lies in naming, calling or 
addressing two or more when but one is desired. 

The next point is, do expressions of this kind, stand condemned 
by the rules of grammar as well as by the laws of reason. The 
jtirst one frequently does — the second one rarely if ever. 

" The jury have agreed." 

Now, as this noun denotes but one jury, we can as well say, he 
have agreed, as the jury have agreed ! 

"The jury will remain out till they have agreed on a 
verdict." 

This is correct English — for the noun, they, does not represent 
the noun, jury, but the noun, members — 

"The jury will remain out till its members have 
agreed on a verdict." 

In order to be brief, we have fallen into error ; and being con 

scious of this error, we embrace the first opportunity to correct it 

hence we use they instead of it — 

"The jury will remain out till they have agreed on 
a verdict." 

Why is they used ? because the common sense of the case confines 
the mind to the members of the jury. The noun, they, therefore, 
does not stand fir the noun, jury, but for the noun, members, which 
is constantly in the mind. 

The pro word which represents the word, jury, must be singular— 

"The jury will remain out till its members have 
agreed on a verdict." 



AMERICAN GRAMMAR, 1S5 

That is, the jury will remain out till the jury's members have 
agreed on a verdict. 

But, it may be said, as the word, jury, is substituted for the noun, 
members, that jury should exert the same influence over the sen- 
tensie inflections, which members would — hence the expression — 

"The jury have agreed," 

is no violation of any grammatical rule. This principle, how- 
ever, cannot be adopted without improper innovation — it would 
compel us to say, 

"John, how hast you been?" "John,ar/ you well?" 

The adoption of this principle would render the expressions 
which are now bad in sense only, bad in grammar also. 

Specimen of correcting under Rules VII. and VIII. 

Rebecca took goodly raiment and put them on Jacob, 

Improper — The error lies in the use of them for it. 
- The impropriety is a violation of Rule VII. which says, &c. 

Therefore it should be, Rebecca took goodly raiment, and put it 
on Jacob. 

EXERCISES. 

Take handfuls of ashes from the furnace, and let Mes- 
ses sprinkle it to heaven. 

Can any person on their entrance into life be fully 
secure that they shall not be deceived ? 

The minds of men cannot be long without some food 
to nourish the activity of his thoughts. 

Each of them in their turn receives the money to 
which they are entitled. 

Each of the boys took their own book. 

I gave him oatsj but he would not eat it. 

I gave him wheat; but he would not eat them. 

I bought molasses, and put it into a pitcher. 

He teaches mathematics with all its branches-, 

Carry the scissors to its place. 

John and James have found his books. 

Stephen or Joseph has returned their copy. 

I have examined the subject of alms in all their cor 
sequences. 

Note I.—- When, for brevity the name of the assem- 
blage or collective body, is used instead of the name of 
Us constituent parts, the mind dissolves the body bifcrf 



136 AMERICAN GRAMMAR. 

its several parts, and the pro word represents the name 
of these parts; as, the jury will remain out till they have 
agreed on their verdict. 

EXERCISES. 

The jury will continue out till it have agreed on a 
verdict. 

The council was not unanimous, and it separated 
without coming to any determination. 

The committee was divided in sentiment, and it re- 
ferred the business to a general meeting. 

The enemy was not able to support the charge; and 
he fled. 

The defendant's counsel had* a difficult task imposed 
upon it* 

Note II.— -When the name of the assemblage or col- 
lective body, is not used for the name of the constitu- 
ent parts, the mind does not dissolve the body into its 
several parts- — hence the pro noun represents the name 
of the collective body; as, A committee was appointed; 
Pind it made a report upon the subject. 

exercises. 

The crowd is so great that I cannot get through them. 

The company was very small at first; but they increased 
daily. 

The school is quite large now; and they still grow 
larger, 

The third flock of sheep is fed; but they are not wa- 
tered. 

The family is not so well pleased with its situation as 
they expected to be. 

Note III.— When the pro noun runs into an adjec- 
tive, it represents the noun of multitude, not some 
other noun understood, and should remain in its singu- 
lar form; as, The committee published its proceedings, 
(Not their proceedings.) 

EXERCISES. 

When the nation complains, their rulers should listen. 
This company conducts their business with accuracy 
and despatch. 

The church will conduct their own business. 



AMERICAN GRAMMAR. 137 

The family is very well, with the exception of two of 
their members. 

The school must attend to their writing now. 
The class has lost some of their members. 

Note IV. — When the pro noun is preceded by two 
antecedents of different orders, it commonly takes the 
order, number, and gender of the nearer; as, 

I am the man vjho commands you. 

Did who represent J, who would then be of the first order ; hence 
it would be, who command ? (no s,) for who, by representing /, would 
become equal to / in number, gender and order: and you would 
not say I commands ; but I command. 

EXERCISES. 

I am the man who command you. 

I am the person who adopt that sentiment, and main-* 
tain it. 

Thou art the person who possess bright parts; but 
who has cultivated them but little. 

I am the man who speak but seldom. 

Thou art the friend that has often relieved me; and 
that has not deserted me now in time of peculiar need. 

We are the boys that writeth letters. 

They are the girls that learns so fast. 

You are the boys who picks my apples. 

INote V.— A pro noun, uniformly insentensic, should never be 
used sentensicaUy —noi should one uniformly sentensic, be used in- 
sentensicaliy. 

The uniformly sentensic pro nouns are J, thou, he, she, who, icha- 
ever, whosoever f we, ye and they* 

Those which are uniformly insentensic are, me, thee, him, her, 
whom, whomsoever, us, them. 

Who, that and as relate to persons: which, that and as, to things ; 
as, He is such a man as I desire to employ, He that is good, must 
be happy, Such fruit as I like. 

That should be used after an adjective in the superla- 
tive degree; as, Washington was one of the greatest, 
and best men, that the world ever saw. 

The Pro noun which begins the answer, should be 
of the same kind with that which commences the 

* Thou and ye are insentensic when they merely make an address, 
and stand unconnected with a sentensic adjective; as, ye men of 
Galilee, &c. 



138 AMERICAN GRAMMAR, 

question; as, Who is to inform this man? /, Tliou or 
She. Whom have you seen? Him. That is, / have 
seen him. 

Specimen of Correcting by Note V. 

" Me came to bring alms to my nation." 

Improper— the error lies in the use of me for /. The impropriety 
is a violation of Note V., under Rule VII. , which says, " Pro nouns 
uniformly insentensic, should not be used sentensically." There- 
fore it should be, /came. 

EXERCISES. 

1. " For us have found he a pestilent fellow*" 

2. " Whom also hath gone about to profane the 
temple, who us took, and would have judged according 
to our law." 

3. " But the chief captain came upon we, and took 
he away out of our hands, commanding his accusers to 
come upon thou; by examining of who, thyself may est 
take knowledge of all these things whereof us accuse 
he." 

4. Forasmuch as me know that thee hast been of 
many year, a judge unto this nation, me do the more 
cheerfully answer for myself." 

5. " Because that thee mayest understand that there 
are yet but twelve days since me went up to Jerusalem 
to worship." 

6. " And them neither found I in the temple, &x." 

7. Certain Jews from Asia, found I purified in the 
temple. 

8. " Whom ought to have been here before thousand 
object, if them have aught against I." 

9. "Except it is for this one voice, that me cried, 
standing among they, touching the resurrection of the 
iead, me am called in question by thou this day." 

10. " But this me confess unto you, that after the 
way which them call heresy, so worship me the God of 
my fathers." 

Note VI. — No pro noun which is uniformly insentensic, should 
follow be or any of its substitutes, in the same section; as> 

I am her, it is me* 
It should he, 1 am she^ it is L 



AMERICAN GRAMMAR. 1S9 

The inssntcnsie pro noun is sometimes placed after he; as, 
I thought it to be him. 

But him has no connexion with be. Him is a member of the 
superior part of the section, and may be seen thus, 

[I thought it Aim.] (to be) 

It is not easy for beginners to manage constructions like the fo! 
/owing: 

1. Who do people say that I # am. 

2. He is the person whom they say that Mr. Johnson 
taught. 

But by breaking such sentences into sections, the pupil, and even 
£iany of our translators of the scriptures, may find some aid in cor- 
recting bad English : 

1. The major section is — [Do people say that.~\ 
The minor is — (who I am.) 

2. The major section is— [He is the person.^ 

n C (whom Mr. Johnson taught.) 

I HE MINORS ARE < >.7 .7 . * P / 

£ (they say that.) 

11. " Whom do the people say that I am." 

12. " But whom sayest thee that me am." 
j 3. [I took it (to be) he.] 

14. [They thought that] (it was me.) 
[We believe that] (it was them.) 

Note VI L— Nouns which come in the same section, 
and are exactly synonymous in meaning', should all be 
sentensic or all insentensic; as, [That is the Liverpool 
packet^ sAe] (which sailed) (in May last,) [We have 
heard] (from the Liverpool packet, her) (that sailed) 
(in June last.) 

EXERCISES. 

[He purchased his hat] (of Stephen Shepherd, he) 
(who lives) (in Broadway.) 

[I went to see my brother, he] (who lives) (in Lon- 
don.) 

[Their sister, her (who lives) (in New York,) is 
now] (in Philadelphia.) 

Note VIII. — Me and us should follow nouns of ex- 
clamation; as, Ah! me, O! us. 



140 AMERICAN GRAMMAR. 

These pro nouns, however, are not controlled by nouns of excla- 
mation ; but by some adjective which is understood; as, (Ah) what 
has befallen me, or, (Ah) ruin has overtaken me } or, will overtake 
me. 

Note IX. — Thou follows nouns of exclamation; as f 
O! thou wretch. 

That is, O! thou art a wretch. 

Thou, then, is the sentensic noun to art understood — and mc in 
the other note, the insentensic noun of befallen or overtaken^ un- 
derstood. 

OBSERVATION. 

Whom should not follow than; as, Washington, than 
whom a greater general has never lived. 

That who is the proper form is made evident by rendering the 
sentence complete — 

I will instance general Washington — and a better man lias never 
fived than he. 

That is, than he is. 

But a desire for brevity has led to the omission of and, which has 
occasioned the introduction of whom, with the additional effect of 
changing the position of the noun ; as, I will instance general 
Washington, than whom a greater general has never lived. 

But as the use of whom, is improper, it should give place to who $ 
which is the sentensic to is understood; as ? 

I will instance general Washington than who , a 
greater general never lived. 

Observation. 
Nouns which merely make an address, or simply ex* 
press some sudden emotion of the mind, are insenten- 
sic, and stand independent of the sentensic, and of the 
partial insentensic adjective; as, John, thou art a good 
scholar, Jane and Nancy, ye were at church, What % 
who comes there! O, that I was liberated from these 
bonds, Mas, my child, you are ruined. 

Thou contains an address; so also does ye; but thou is here In- 
troduced with a view to ascribe the good scholarship — ye is intro- 
duced in order to ascribe the persons addressed, to the church. 

But John, Jane and Nancy are employed for no end except that of 
calling attention to what is to follow. 

Rule IX. 

Every partial insentensic which refers, requires the 
insentensic pro noun; as, John is with them. (Not with 
they.) 



ERIC AN GRAMMAR. 14 1 

Note I. — The same partial insentensic which follows the primi- 
tive word, generally follows the derivative; as, derive from, deriva- 
tive f ro m — - Friend t o , friendly t o . 

The following are among the exceptions to the above note — 

Diminish from, diminution of — Friend of, friendly to. 

It may be observed with respect to of, that it should never be 
used after "friend" where the relation is real affection or genuine 
friendship. When the word, " friend," is used in the sense of 
" acquaintance,'" of should follow; as, he is a friend of mine. That 
is, an acquaintance of mine. 

But if real affection is the relation which he bears to me, to should 
follow; as, he is a friend to me, he is a friend to his country. 

Note II. — Two nouns, which will not admit the same partial in- 
sentensic to follow, should not be subjoined ; as, rule and guide of 
his conduct. 

Rule requires of; but guide demands to; as, a rule o/his conduct 
—a guide to his condnct. 

Easy requires, not to, but for. 

Friend, according to the sense, requires 0/ or to. 

between and betwixt — among and amongst. 

Note III. — Between and betwixt should be used when there 
are but two things ; among and amongst, where there are more 
than two ; as, between these two, there is a great contention — among 
those three, there is great harmony. 

in and of. 

Note IV.— -When we are disappointed in obtaining 
a thing, we use of; as, we have been disappointed of 
money. 

But when we possess the thing, and the quality does 
not come up to our expectations, we say in; as, we are 
disappointed in these silks. 

through and during. 

Through is added to nouns of space or time; as, He 
went through the field. He continued through the year. 

During is added to nouns of time; as, He studied at 
college during four years. 

When the action, event or deed continues through all the period 
of time mentioned, during should be used ; as he lived in America 
during forty years. 

But when the action, event or deed does not continue through all 
the time, in or within should be used ; as, I have seen him twice in 
my life, He has seen many afflictions within ten years. 

When the act or event is finished, during should be used ; as, He 
lived in America during sixty years. 

But if the action or event is now in process, for is better; as. 
Be has lived in America for sixty y 



i4£ 



AMERICAN GRAMMAR, 



in and at. 

1st. In is employed before the names of countries, 
cities, and large towns: 

1. I live in (not at) New York. 

2. They are in America. 

3. -They reside in Lancaster. 

2d. At is employed before the names of foreign ci- 
ties, villages, (whether foreign or not,) and small towns: 

1. They live at Rome. 

2. She resides at Springfield. 

3d. At is employed, generally, after be, when be is 
literally applied: 

1. I shall be at church. 

2. They have been at church. 

3. They are at (not to) church. 





A TABLE, 




Accuse 


requires 


of, not for nor with 


Abhorrence 


requires 


of, not at. 


Acquit 


requires 


of j not from. 


Adapted 


requires 


to, not for. 


Agreeable 


requires 


to, not with. 


Averse 


requires 


to, not from. 


Bestow 


requires 


upon, not on. 


Boast 


requires 


of, not about. 


Brag 


requires 


of, not about. 


Broke 


requires 


into, not in. 


Call 


requires 


on, not upon* 


Confide 


requires 


in, not to. 


Conversant 


requires 


in, not with. 


Conformable 


requires 


to, not with. 


Consonant 


requires 


to, not with. 


Correspondent 
Correspond^ fyc. 


> requires 


to, not with. 



To Correspond, to keep up an intercourse with another by writing 
or letter, requires loith, not to. 

Correspondence, (in- > 
« r l i V* } requires 
tercourse by letter, ) n 



with not to. 



Compliance 






requires 


Cut 






requires 


Dependent 






requires 


Derogation 






requires 


Differ to (di 


sjn 


ac) 


requires 


Dissent 






requires 


Diminution 






requires 



Disappointed may haye 



with, not to. 
into, not in. 
upon, not on. 
from, not of. 
with, not from 
from, not with 
of, not from > 
in or of 



AMERICAN* GRAMMAR. 143 

When we are disappointed in obtaining- a thing, we use o/— -but 
when in the quality or character of the person or thing, we 
use in. 

Discouraorernent. accord 'no* to the ? ~ 7 . . , 

sense, may have ^oj, by, in, or icitk. 

Die, for noting the cause, for, or of. not by or with,. 

Glad, may have t or at, but not on. 

Difference among, between, or betwixt, but rarely of. 

Failed, requires in or of, according to the sent>e; as, He failed in 
his business, because he failed of collecting his demands. 

Invite, when the local section shows where the invitation is given, 
requires in; as, He invited me in the street, to call at his 
house. 

Invite, when the local section shows to what place one is invited, 
requires into or to ; as, He invited me into his house, They in- 
vited her to their hou^e. 

In, may be used as an impartial insentensic ; as, He invited me in. 

Put, when the local section shows where the act is done, requires 
in; as. He put his hand upon me, in this room. 

Put, when the local section shows into what something is put, re- 
quires into; as, He put the dollar into his pocket. 

Split, when the local section shows where something is split, re- 
quires in; as, He split the log in the cellar. 

Split, when the local section shows the division itself of a thing, re- 
quires into ; as, He split the log into tico. 

Took, requires in as an impartial insentensic; as, They took the 
stranger in. 

Took, requires into as a partial insentensic: as, He took the book 
into his hands. 

Walk, when the local section intimates the leaving of one place for 
another, requires into ; as, He walked into the house. 

Walk, when the local section shows where the action is done with- 
out intimating the leaving of one place for another, requires 
in; as, He walks in his own room. 

Walk, requires in as an impartial insentensic ; as, Will you walk 
in, Sir ? 

Key, when the insentensic section denotes a part of a thing, re- 
quires of; as, This is the key of that lock. 

Key, when the thing mentioned is presented as a kind of guide or 
clue, requires to; as, This event furnishes a key to all the 
secrets in the case. 

EXERCISES IN BAD ENGLISH, 

Subtraction is a derivative of subtract. 
The derivation of one word of another is a part of 
grammar. 

Washington was a friend of his country. 
He is a friend of me. 
This is a rule and guide of his conduct. 
Arithmetic made easy to the teacher and pupjK 



144 AMERICAN GRA$ItfAit« 

He divided the apple between his few friends. 

There should be no difficulty betwixt those three. 

The property will be divided amongst those two. 

This document which has just been printed, states 
that during the past year, 1,72 1,000 pages of tracts have, 
been distributed in the city of New-York. 

During my first visit to America. 

On one occasion during the peninsular war, the same 
regiment came suddenly on the French army. 

I had occasion during our preliminary remarks on 
knowledge, to insist much on the importance of accurate 
language. 

The substance of the three first lectures which appear 
in the present volume, was first delivered in Cincinnati 
during the course of the last summer. 

Conditions.— $2 00, if paid in advance; $2 50, if paid 
during the year. 

He lives at New York. 

He resides at Lancaster. 

Our friends who live at Rome are at Philadelphia. 

1 was to the banking house last week. 

1 have been to church. 

As soon as we arrived to New York* 

This is the key to that lock. 

This fact is a key of the true cause of this even: 

These are the keys to that musical instrument. 

He put his knife in his pocket. 

He took the book in his own hands 

They invited him in the house. 

Will you walk in this room? 

He broke the dish in ten thousand pieces. 

They cut the stick in two. 

They split the log in two. 

Let them be made in pairs. 

He accused them with taking his book. 

They were accused for slandering. 

We all feel an abhorrence at such conduct. 

He was acquitted from the charge. 

He acted agreeably with his instructions. 

We are averse from avarice. 

He bestowed many favours on me. 

They boast about their martial exploits. 



AMERICAN GRAMMAR. 145 

He brags about his activity. 

John called upon me for money, 

They confide to each other. 

James is conversant with Greek and Latin, 

Jane acts conformably with her instructions. 

It is consonant with my opinion. 

It corresponds with the copy. 

I have had no correspondence to him these three 
weeks. 

Peter's compliance to their proposition ruined him. 

Adjectives depend on nouns and adjectives. 

Any derogation of his good name he will resent. 

He was angry and differed from his brother, 

I dissent with that gentleman's opinion. 

Any diminution from this amount will displease 
them. 

I was disappointed in money. 

He was disappointed of these goods. 

That book is not adapted for beginners, 

He failed in collecting his money. 

Rule X, 

The subjoined word must agree in name and charac- 
ter with its antecedent; as, I have seen him and her, John 
and / write. 

Note I. — The subjoined sentensic adjective may, in certain in- 
stances, differ in tense from the antecedent ; as, I am here, and 
shall continue here. 

Note II. — When the mode of expression varies from affinnatiys 
to negative, the sentensic noun is generally repeated ; as. He was 
once independent ; and he cannot forget it. 

In such instances the partial insentensic subjoins, not a word* 
tut a section. 

Note III. — When the sentence takes some sudden turn, the sen- 
tensic noun in the inferior section is frequently understood ; as, That 
pupil has been instructed much j but , is yet ignorant 

That is, but he is yet ignorant. 

N. B. But never subjoins a single word. 

Note IV — The partial construction may be subjoined to anj? 
other; as, He fell and was taken up, and carried into the house 

The second and subjoins carried to taken. Or was understood 
to %oas expressed — and teas carried, &c. 

M 



1 46 AMERICAN GRAMMAR. 

Note V. — As well as may subjoin a single word ; as. Prosody 
comprises the true pronunciation of words, their poetic formation 
into sentences, as well as their figurative application in either 
prose or verse. 

As well as subjoins application to formation. 

Note VI. — Whether and either require or ; as, he is good or bad, 
it is not known whether he is good or bad. 

Note VII. — Neither requires nor ; as, he would not do it nor per- 
mit me to do it. 

Note VIII. — Although and though require yet or nevertheless ; as. 
?ugk the house is small ; yet it is very convenient: Although h& 

was rich ; yet for our sakes he became poor : Though he desires it ; 
nevertheless I cannot yield. 

Note IX.— As, in a comparison, requires so ; as, As your day is, 
so it shall be unto you. 

Note X. — As, where it refers to an adjective in a comparison of 
equality, requires as ; as, I think Milton as great a poet as Virgil 

Note XI. — So where it refers to another adjective requires that 



or 



as as, I was so tired that I fell asleep. 



Note XII. — Notwithstanding should be so used as to admit of the 
use of a sentensic adjective, either expressed or understood ; as, 
Notwithstanding the publications on English grammar are nume- 
rous, and the ability with which many of them have been written is 
highly respectable, it is a fact which I believe all must soon admit 
that no system has yet been formed which gives a true expression 
of the grammar of the English language. 

And and with. 

When equals are spoken of, and should be used ; as, 

1. Stephen and his partner rode by. 

2. My father and mother are here. 

3. His brother and sister came in. 

When unequals are spoken of, or when one thing is instrumental 
m auxiliary to another, with should be used ; as, 

1. Stephenson ivith his clerk rode by. 

2. My father with his servants is here, 

3. His brother with my horse is lost. 

questions. 

In what raust the subjoined word agree ? 

What do you understand by the word antecedent as here used r 



AMERICAN GRAMMAR. 






It means the word to which the subjoined word is 
subjoined; as, John and James* 

Can the subjoined sentensic adjective ever differ in tense from the 
antecedent ? 

Where is the sentensic noun generally repeated ? 

In what instances does the partial insentensic subjoin, not a word 
but a section ? . . . , A P 

When is the sentensic noun In the inferior section, understood 

Does but ever subjoin a single word ? 

What is said of the partial insentensics ? 

What is said of" as well as;' considered as one word 

What is said of whether ? 

What is said of neither ? 

What is said of .although and though f 

What does as require in a comparison ? 

What does as require when it refers to another adjective in a 
comparison of equality ? ~ 

What does so require when it refers to another adjective r 

What is said of notwithstanding ? 

What is said of and and with ? 

EXERCISES, 

I have read and wrote many books. 

He saw me, and has satisfied me. 

He saw me, and even had called me before you came 
up. 

Is it possible that he is so tall as I? 

There are no men so excellent as some foibles can- 
not be ascribed to them. 

He thought Bolivar so great a general as Washing- 
ton. 

"Notwithstanding the numerous publications upon 
English grammar, and the ability with which many of 
them are written, it is a fact, which I believe few will 
deny, that this science has never been so simplified, as 
to render the study of it at once concise, easy, and in- 
viting." 

Rule XI. 

The following noun renders the preceding one an ad- 
jective; as, John's hat, The boy's book. 

Note I.— Singular nouns that have but ones, and nouns, whether 
singular or plural, having no s in their termination, become adjec- 
tives by affixing an apostrophe and s; as, 5— v 



148 AMERICAN GRAMMAR. 

1. James 's glove, - # 



2. John's hat, 

3. A feed's ring, 

4. A child's tooth, 

5. Children's teeth, 
6* Teeth's position 
7. Charles's hand, 



Note II. — Singular nouns terminating in ss, and plural termina- 
ting in s, become adjectives by affixing an apostrophe (') only : as, 

1 . For holiness 9 sake, 5 

2. For goodness' sake, 5 

3. jB/i'ss* book, 5 

4. Ladies' hat, 3 

5. Eagles' wings, - - - 5 

Remark I. 

When the letter s, used as the sign of possession, will coalesce 
with the noun itself, the s is pronounced in the same syllable ; as. 
John's hat. 

But when the 5 does not harmonize, another syllable is added to 
the pronunciation ; as, Thomas', Bliss'. 
Pronounced, Thomasis — Blissis. 

Remark II. 

Where several apostrophic adjectives fall in succession, it is 
deemed sufficient by some grammarians, to express the adjective 
sign to the last word only; as, John, Jane, Stephen, and Chester's 
book. 

The adjective sign % is understood at John, Jane and Stephen— 
but it certainly should be expressed after each word ; as, John's. 
Jane's, Stephen's and Chester's books. 

This is " Jane books," is not English ! 

EXERCISES. 

Fompeys pillar. A mothers tenderness. 

Virtues reward. A fathers care. 

A good mans heart. Natures gifts. 

Helens beauty. Troys destruction. 

Rule XII. 

Those insentensics which refer to sentensks, and to 
other insentensics, should, if the word will take, have 



AMERICAN GRAMMAR. 149 

the ly termination;* as, They conducted modestly^ 
They write accurately. He conducted extremely mo- 
dest. 

Note I. — The ly inflection should not be given to the superior 
insentensic when the inferior can take it ; as, She behaves exceed- 
ingly indiscreet. 

But if the inferior can not take the ly inflection, and the superior 
can, this inflection must be given to the superior ; as, She behaves 
very discreetly. 

Note II. — In some few instances the quality is expressed as be- 
longing to the event, but by inference carried to the thing ; as, The 
grass appears green. 

In such the insentensic should drop the ly. Green shows hoto 
the grass appears. 

Note III. — There are some insentensics that represent the cer- 
tain condition or state which the person or thing receives from the 
action denoted by the sentensic, which should drop the ly ; as, He 
sinks deep, The purest clay burns white, The pupil should write 
slowly and exact. 

Specimen of Correcting. 

He writes correct, 

Improper — the error lies in the want of the ly inflection of cor- 
rect. The impropriety is a violation of Rule XII., which says, &e. 
Therefore it should be, He writes correctly. 

EXERCISES. 

She sings sweet. 

Grammarians should speak accurate. 
Sophia dances beautiful. 
The ship moves smooth along. 
The water runs rapid. 
This is written very correct. 
He conducts himself very upright. 
It is remarkable fine weather. 
They conducted agreeable to the rules of decency, 
Go soft, John. 

Considering his station, he conducted himself very 
unsuitable. 

Exercises under Notes I., II. and IIL 
They behaved exceeding rudely. 
They write remarkable accurately. 

* There are a few exceptions to this rule ; for instance, a nezo 
fashioned hat, He is a high minded man. 

2 x 



WO AMERICAN GRAMMAR. 

He behaved astonishing rudely. 
He behaves uncommon badly. 
Drink deeply or taste not the Pierian spring. 
Heaven opened widely her ever during gates. 
The victory cost them dearly. 
Thickly and more thickly the steely circle grows. 
The cakes taste shortly and crisply. 
John marched straitly up a steep ascent of steps 
which were cut closely and deeply into the rock. 
It makes the plough go deeply and shallowly. 
The sun shines brightly. 
The water runs clearly. 
The grass grows straightly. 
He came firstly. 

Rule XIII. 

Two negative words should not be used in the same 
section or clause; as, I have not done nothing, He did 
not see no man come in. He will never do nothing. 
(Any man, any thing.) 

EXERCISES. 

Will you not give me no apples, Stephen? 
I neither got nothing of John nor of James. 
He will neither eat nothing nor drink nothing. 
I can not help him no more. 
He will not give him nothing for his trouble. 

Rule XIV. 

Where a mere preventive against the noun's widest 
application, is all that is desired, a should be used; as, 
a man called on me, and gave me a book. 

A becomes an before a vowel or silent h; as, an age, an hour, 
A is not changed into an before u long. This exception arises 
from the m's having the power of initial y and u; as in yew> a unit; 
a use. An is used before words beginning with h sounded, when 
the accent is on the second syllable; as, an historical account. 

Rule XV. 

Where identity, either by an expressed, or an im- 
plied description, is obvious, and totality desirable, the 
should be used$ as, give me the books which you hold 
in your right hand. 



AMERICAN GRAMMAR. 15 i 

Note I. — Where emphasis is desired, that or this may be used in- 
stead of the. 

Note II. — Where unity is the leading idea, one should be nsed 
instead of a; as, there was but one man lost, though many were in 
great danger. 

Note III. — The may be repeated to give force and fulness of ex- 
pression; as, the good, the wicked, the young, and the old, &c. 

Note IV. — When the same individual is spoken of in reference 
to two or more of qualities or occupations, a should not be repeat- 
ed ; as, he is a better writer than reader, This is a better barn than 
house. 

Note V. — When two or more individuals are spoken of in com- 
parison, a must be repeated ; as, he is a better writer than a reader 
, , This is a better barn than a house. 

Note VI. — When two distinct individuals, or two collections are 
meant, the or a should be repeated — 

1. He purchased the black, and the white ox. 

2. I have the red, and the white cloth. 

3. He saw the lad, or the pupil last evening. 

4. The sentensic, and the insentensic noun. 

5. A noun or a pro noun. 

Note VII. — When but one individual, or but one assemblage is 
meant, the should not be repeated. 

1. The black and white ox. 

2. The red and white cloth or clothes. 

3. He saw the lad or pupil last evening, 

questions. 
When should a be used ? 
When does a become an? 
When should a not be changed into anf 
When the h is sounded, and the accent is on the second syllable, 
is a or an used ? 

When should th be used ? 
What is meant by totality f — 

The whole, or all. 

When may that and this be used for the f 
When should one be used ? 
For what may the be repeated ? 
When should a not be repeated? 
When should a be repeated? 
When should the not be repeated ? 
When should the be repeated ? 

Rule XVI. 
All adjectives which express number must agree 
with their nouns in number; as, He lives at the corner 



152 AMERICAN GRAMMAR. 

of Third, and Fourth street, This man, Each man, 
Two men, Either man of the two. That man, Those 
men. 

Specimen of Correcting under Rule XVL 

"It is believed that the tenth and eleventh editions 
have been greatly improved." — Kirkham's Grammar. 

Improper — the error lies in the plural number of" edition" The 
impropriety is a violation of Rule XVL, which says, &c. 

Therefore it should be, " It is believed that the tenth, and ele- 
venth edition have been greatly improved." 

EXERCISES. 

His second and third daughters live in Philadelphia 
The third and fourth classes may go out. 

Note. — When the plural form of the subjoined noun, makes too 
many of the same kind, the subjoined noun should remain singular, 
and the partial insentensic should be understood before it; as, He 
went to Arch , and Market street. 

If it should be — Arch and Market streets, the expression would 
be inconsistent with truth — for there are not two Arch streets, nor 
are there two Market streets, in the mind of him who speaks. 

REMARKS. 

This and that, these and those. — 

This should be used in contrast with that or those; that, in con- 
trast with this or these; these, in contrast with that or those: and 
those in contrast with this or these ; as, 

Give me this plate, and not that; give me that plate, 
and not "this; give me those plates, and not this; give 
me this, and not those. 

This, that, these, those. 

This y as well as these, refers to what is nearer by, as to time or 
space : that, as well as those, relates to what is further off either in 
time or space ; as, 

In the oity, we are entertained by the works of man; 
in the country by the works of God; this is the pre- 
sence of nature, that of art; these astonish us, those 
we comprehend. 

such, each, either and neither. 

Note I. — Such should be used in reference to things previously 
mentioned, only; as, I have sweet fruit — such you like. 



AMERICAN GRAMMAR. if S 

Note II. — Either and neither, as impartial adjectives, refer t© 
one of two; as, I will take either , of the two, Neither , of 
the two, suits me. 

Note III, — Each, has respect to two or more, individually taken ; 
as, Each , of the two ; each , of the six. 

Note IV. — Where the plural form of the subjoined noun mak«s 
too many of the same kind, the subjoined noun should remain sin- 
gular, and the first set of adjectives be limited by the repetition of 
the, to the antecedent noun, understood ; as, He teaches the Latin, 
and the Greek language, He found this doctrine in the new, and 
the old testament. 

Specimen of Correcting under Note V. 

u Mathematics, the Latin and Greek Languages,, 
Natural Philosophy and Chemistry, as well as the 
usual branches of an English education, are taught, 
by Mr. ." 

Improper — the error lies in the plural form of " Language," 
which makes the writer assert that there are two or more Greek 
languages, and two or more Latin languages. The impropriety is 
a violation of Note V., which says, &c. 

Therefore it should be, the Greek, and the Latin Language. 

EXERCISES. 

Who is a professor of the Latin, Greek and Hebrew 
languages? 

He has studied the English and the French lan- 
guages. 

REMARK9. 

When but one thing or collection is under consideration, the 
adjective should have the primitive state ; as, Red bird, or birds. 

When two things or collections are compared, the adjective 
should have the comparative degree; as, these birds are redder 
than those ; this bird is redder than that. 

When as many as three things or collections are compared, the 
adjective should have the superlative degree; as, this is the 
reddest of the four. 

EXERCISES. 

Riper cherry. Redder berries. 

A better apple. Newer book. 

Clearest sky* Sweetest plum, 

That bird is the reddest of the two. 
Stephen has two sisters, the eldest of whom is the 
the best reader, 



154 AMERICAN GRAMMAR. 

Which of these two kites is the highest. 

He chose the last of the two.. 

This is the better pen of the three, 

John is the better reader of the six. 

Of all other schools this has the better regulations. 

Observation I. 

When the sentensic adjective in the ing termination, is used as a 
noun, all the insentensics which refer to it must have the same 
form as though they referred to it in its adjective character ; as ; 
He was praised for the drawing of the picture accurately. 

Observation II. 

Where a or the precedes the sentensic adjective in ing> which is 
used as a noun, of should generally be expressed after the noun ; as, 
His station in life is well adapted to the acquiring of knowledge, 
The not making of a. will is a culpable omission. 

Observation III. 

When my, his, her, or any other adjective of a similar import 
precedes the sentensic adjective which is used as a noun in the ing 
form, of may either be expressed or understood; as, John's buying 
the goods, caused him much trouble, or, John's buying of the goods 
caused him much trouble. 

Positional Syntax. 
Rule XVIII. 

Every minor section must be placed as near its own 
superior section as possible, and on that side of it which 
perspicuity requires; as, 

Yet, would the objector but consider that actions an 
qualities, he would be able to see that a verb is an ad 
jective " even by his own definition" of an adjective. 

The section in italics, is properly placed. In the following, how* 
ever, it is so placed as to make the objector say what he does not 
intend, and to leave unexpressed, what he wishes to communicate-*- 

Yet, would the objector but consider that actions are 
qualities, he would be able to see by his own definition* 
that a verb is an adjective. 

In the first, the idea is that " his own definition" is the means by j 
which a verb is made an adjective — 

In the second, the idea is that his own definition is the means by 
which he can see that a verb is an adjective. J 



are 



AMERICAN GRAMMAR, 155 

EXAMPLES, 

Containing sections without Positional Syntax. 

This is the pen (I write) (with which.) 

" In presenting this abridgment of Conversations on 
English Grammar to the public, the author deems it 
proper to give an outline of his arrangement, 

Corrected: 

In presenting to the public, this abridgment of Con- 
versations on English Grammar, the author deems it 
proper to give an outline of his arrangement. 

Rule* XIX. 

Every Adjective must be placed as near its own su- 
perior as possible, and on that side of it, which perspi- 
cuity requires; as, I will call again, and pay you. 

By a different position of again, the idea now expressed, would 
be lost, and a different one suggested ; -as, I will call and pay you 
again, 

REMARK, 

Perspicuity should never be rejected for ease, and harmony of 
expression. Sentences may be rendered fuller for the sake of force 
and beauty of construction; provided the fulness does not obscure 
the sense which the writer means to convey. 

EXAMPLES, 

Containing words without Positional Syntax, 

The letters have correctly been written. 
Whom have you obtained the book of? 
This is the pen which I write with. 

This collocation restores the -positional Syntax. 
The letters have been correctly written. 
Of whom have you obtained the book? 
This is the pen ivith which I write. 

EXAMPLE, 

Where the writer means that the beholder can discover 
nothing but birds* 

John can only see the birds. 
Corrected: 



156 AMERICAN GRAMMAR. 

John can see the birds only — or 

John can see, only the birds. 

Meant that none but John can see birds — 

John can see birds only. 
Corrected: 

John only, can see birds. 

Meant that none but John is a smith — 

John only, is a smith. 
Meant that John is nothing but a smith. — 

John is only a smith $ or John is a smith only, 

exercises, 

Containing sections without Positional Syntax, to he cor- 
rected by the pupil. 

But one would think that of such faults rational be- 
ings would not be guilty. 

That one was Perry on the Lake, if ever any one man 
subdued a powerful enemy. 

Of sin how often does one feel the pangs! 

He called one, and sent him of his men to get a gun. 

Of these apples one is mine. 

Of him that sent me, I must work the works. 

Of him I must work the works that sent me 

Of the twelve it is one. 

At church on each Sabbath they saw one another. 

That findeth his life he shall lose it. 

That receiveth you, he receiveth me* 

As these to meet such misfortunes, what man is 
able? 

Each is well taught of these pupils. 

Of others to think ill we are all too apt. 

By the works in the city, we are entertained of matt. 

What and what they preserved their lives with the 
bread ? with the wine. 



Containing words without Positional Syntax, 

John will come, perhaps. 
They will thither come. 
I hither must return. 
Brother will come never. 



AMERICAN GRAMMAR. 15 f 

Samuel will write the letters, indeed. 

Sister will arrive, peradventure. 

Twice they returned. 

He is here not often. 

" William nobly acted." 

They may well read though they cannot see the print, 

They presented their book which being not received 
they became humble then. 

He and I shall part never. 

So correctly a written letter must be pleasing to your 
teacher. 

The women contributed all their mites willingly. 

They were finished perfectly, 

Him the boy saw. 

Apples the children picked. 

His notions have been founded on rather his own 
views, than on those of his friends. 

John knew himself, that he could write the letter 
never. 

I am walking myself. 

They are drinking themselves. 

Soon I shall hither come. 

The lad well writes. 



THE THIRD PART OF CONSTRUING, 

In resuming the subject of construing, it may be 
well to give it the second definition, and to show into 
how many parts it is properly divided. 

Construing is breaking a sentence into sections, as- 
certaining their properties, and referring the inferior 
sections to their respective superiors. 

Construing consists of three parts; namely, con- 
structive, CHARACTERISTIC and SIGNIFICANT. 

1. The first part respects the mere mechanical or 
anatomical division of a sentence into major and minor 
sections, and the referring of the minors to their re- 
spective superiors ; as, 

In the beginning was the word : and the word was 
with God 5 and the word was God — 

o 



158 AMERICAN GRAMMAR, 

Thewordwas%,4 

3 in the beginning; 5 

4, 5 and the word was 6, 7 

6 with God ; 8 
7, 8 and the word was God. 

2 e The second part respects the character of the sec- 
tion as derived from its being or not being a sentence j 
as, In the beginning was the word, &c. (See page 22.) 

5. The third part of construing, respects the import 
of the section as given by the particular influence of the 
partial insentensic adjectives ; as, [He writes letters] 
(on the table) (with his pencil) (for his own amuse- 
ment.) 

On the table has a local import ; with his pencil, an instrumental 
one ; for his own amusement, a causative import. 

REMARKS. 

The significant part of Construing is founded upon the character 
of the fact which the sentensic section advances, and upon the cha- 
racter which the partial insentensics give to the thing that the in- 
sentensic section presents. 

The different imports given to the insentensic sections by many 
of the partial insentensics, are an interesting theme, to one who de- 
sires to become thoroughly acquainted with the grammatical princi- 
ples of the English language. But to him who has no desire to 
become deeply skilled in this science, these imports are mere co- 
lours to the blind man. To comprehend the precise signification 
of these sections and the exact manner in which they acquire these 
significations, demands a practice induced by a philological affection 
which nothing but the third part of construing can beget, strengthen f 
and purify. The richness and variety of this part of construing f 
however, cannot be presented in this limited work. 

SENTENSIC SECTIONS. 

Sentensic sections are, Affirmative, Interrogative, 
Imperative, Petitionary, Concessive, Contingent and 
Optative. 

1. The Affirmative sentensic section is one which 
makes a declaration or affirmation; as, John wrote let- 
terSj Can the blind see? 

2o The Interrogative sentensic section is one which 
interrogates or asks; as, Can James read English? 

3. The Imperative sentensic section is one which 
commands; as, [Go thou] to school, Peter. 



AMERICAN GRAMMAR. 159 

4. The Petitionary sentensic section is one which 
makes a petition; as, Have mercy upon us. 

5. The Concessive sentensic section is one which 
leaves the mind to concede the fact or thing which it 
speaks; as, When John returns, we shall get some news, 

6. The Contingent sentensic section is one which is 
expressive of some doubt without an affirmation; as, 
If John should come, we shall return.* 

7. The Optative sentensic section is one which ex- 
presses a wish; as, May your health continue good, 

SPECIMEN OF CONSTRUING. 

[They say that] (he is a good scholar.) 

" They say that" 
is a complete major section of the sentensic affirmative kind- 

" he is a good scholar" 

is a complete minor section of the sentensic affirmative kind, sim- 
ple relation, referring to its superior section, 

Close Reading — 

They say that he is a good scholar 

exercises. 

If he should come, I would inform you. 

Thou shalt not steal. 

Perhaps I shall return to-morrow. 

He says that he will bring his book. 

He shall surely die if he eats thereof, 

Shall you and I walk? 

Keep back thy servant from presumptuous sins. 

I must go to see whether I have a letter in the 
office, 

Let , the words (of my mouth) , be 
acceptable in thy sight. 

If the ship has arrived, we shall receive letters from 
Jlmerica. 

Give , ( , us) ( , this day) our 
daily bread. 

May you find your friends all well. 

* There may be doubt and a declaration; as, Perhaps he will 
come. 

Here it is affirmed that the deed is possible or probable. 



160 



AMERICAN GRAMMAR. 



INSENTENSIC SECTIONS. 

There are eight kinds of insentensic sections; namely. 

'"Instrumental) 
Possessive, 
Local, 
Causative, 
Conjunctive, 



Insentensic< 



Detractive, 
Active, 
^Characteristic* 



instrumental. 
Of, by, in, with, through. 

The Instrumental respects the instrument or means; 
as 5 he writes letters with a pen. 

POSSESSIVE. 

of. 

The Possessive respects the possessor or the thing 
possessed; as, He is the son (of Johnson,) The colour 
(of the cloth.) 



local. 



above 

about 

after 

against 

among 

amongst 

amid 

amidst 

around 

at 

athwart 

atween 

The Local 
He travelled 



atwixt 


excepting 


across 


for 


before 


from 


behind 


in 


beneath 


into 


between 


of 


betwixt 


off 


by 


on 


behind 


past 



concerning 

doivn 

during 



regarding 
respecting 
to 



touching 

toward 

towards 

through 

throughout 

under 

underneath 

unto 

upon 

within 

without 



respects place either in time or space; asj 
(during a year) (in the United States.) 



CAUSATIVE. 

Of by, %7i, for. 

The Causative respects a cause or an occasion; as. 
He died (of a fever.) 



AMERICAN GRAMMAR, 



161 



CONJUNCTIVE. 
With. 

The Conjunctive respects the thing subjoined 
with; as, He has gone (with his bundle.) 

DETRACTIVE. 

Without, but, except, save, besides, 

The Detractive respects the thing which is taken 
from something else; as, He has gone (without his 
bundle.) 

ACTIVE. 

Of, by. 

The Active respects the actor in the insentensic sec- 
tion; as, The grass was injured (by the frost.) 

CHARACTERISTIC. 

<3s, for. 

The characteristic kind respects the rank, station^ 
or character, in which the person or thing acts or is 
acted on; as, John came (as a prophet,) I took it (for 
good money.) 

TABLE. 

This table presents those words in classes, which cha- 
racterize the insentensic sections. 



I. 


P. 


L. 


Cau. 


Con. 


D, 


J. 


i'-'rW' 


of 

by 

in 

with 

through 


of 


of 
by 
in 

through 

for 
without 
&c. &c. 


of 

by 

in 
for 


with 


without 

but 
except 

save 
besides 


of 


for 

as ; 



Rule I, 

When the section is not founded upon the actor, and 
"by the means of" can be put for with, or by for of, in 
or through, as well as when near can not be put for by, 
the section is instrumental. 

o 2 



16£ AMERICAN GRAMMAR* 

SPECIMEN OF CONSTRUING* 

" By grace are ye saved through faith." 

(By grace) [are ye saved] ( 5 , ) (through faith.] 

Ye are saved 1 
a complete major section of the sentensic affirmative kind, 

1 by grace 2 

a complete minor section of the insentensie instrumental kind, sim- 
ple relation, referring to its superior section. 

Close Reading. — Ye are saved by grace. 
2 which cometh 3 

a complete minor section of the sentensic affirmative kind, simple 
relation, referring to its superior section. 

Close Reading. — by grace which cometh. 
3 through faith. 

a complete minor section of the insentensie instrumental kind, sim- 
ple relation, referring to its superior section. 

Close Reading. — which cometh through faith. 
[Ye are saved] (of God) (by grace) (which cometh) 
(through faith.) 

Note. The section "of God" presents the actor — hence "of 
God" is active. 

The section, by grace } presents the instrument or means em- 
ployed by this actor. 

Grace is the instrument in saving man; and faith is the means or 
instrument used in obtaining this grace. 

1. By what actor are ye saved? by God. 

2. By what means or instrument are ye saved ? by grace. 

3. By what means or instrument do you obtain this grace ? by 
faith. 

Specimen of Construing the Sections which are com- 
pounded of a Superior j and an Inferior Part. 

1. [["He went] (to learn grammar")]. 
He went to learn grammar, 
is — a compound major section of the sentensic affirmative kind. 

[_He ivent] 

is the superior part of a sentensic section, of the sentensic affirma- 
tive kind. 

"to learn grammar" 

is the inferior part of a sentensic section, of the insentensie kind, 
simple relation, referring to its superior part. 



AMERICAN GRAMMAR. 16S 

Close Reading. — He went to learn grammar. 

2. [[To learn grammar] (is important)]. 

" To learn grammar" is important, 

is a compound major section of the sentensic affirmative kind. 

[To learn grammar^] 

is the superior part of a sentensic section, of the insentensic kind, 
and the sentensic noun to is. 

Close Reading.— -To learn grammar is — 

" is important" 
is the inferior part of a sentensic section, of the insentensic kind, 
simple relation, referring to its superior part. 

Close Reading. — To learn grammar is important. 

3. (In order) ( , , to become a grammarian) [he' 
must be taught]. 

["for him (to become) a grammarian,"] 

is a compound minor section of the insentensic causative kind, sim- 
ple relation, referring to its superior section. 

Close Reading. — In order for him to become a gram- 
marian. 

"to become" 

is the inferior part of an insentensic section, simple relation, refer- 
ring to its superior part. 

Close Reading. — For him a grammarian to become. 

4. [[And they said] (unto him,) (Master,) [who did 
sin] (this man or his parents) (that he was born blind?)] 

" And they said, Master, icho did sin, this man or his 
parents, that he ivas born blind," 
is a compound major section of the sentensic affirmative kind. 

" And they said," 

is the superior part of a sentensic section, of the sentensic affirmative 
kind. 

" Master," who did sin, this man or his parents, that he 
was born blind, 

is the inferior part of a sentensic section, of the sentensic kind, and 
the insentensic noun of said, simple relation, referring to its supe- 
rior part. 

Close Reading. — [And they said,] {Master,) (who did 
sin,) (this man) (or his parents,) (that he ivas born blind?) 



164 AMERICAN GRAMMAR. 

This engrossed insentensie noun consists of five minor sections 
which should be construed in the usual manner. 

(Master,) (who did sin,) ( , this man , ) (or , 
his parents , ) (that he was born blind?) 

EXERCISES. 

1. [They write letters] (with* their pencils). 

2. "The birds fly] (through the air) (with great speed), 

3. [He walks] (with much strength). 

4. These men are clothed] (with skins). 

5. "The room wasiilled] (with the odour.) 

6. [This view (of demons) is given] (by the scriptures 
themselves). 

7. [These illustrious leaders were sent] (by the ex- 
press command) (of God). 

The skins and odour are the materials — not the instruments. 
One is the material or matter with which they are clad — the other 
the matter or material with which the room was filled. The in- 
strument of working, and the material worked up, are very different. 

Rule II. 

When the noun before or after of can be thrown into 
a possessive adjective, or the adjective before of into a 
noun, the section is possessive. 



exercises. 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 



They have half] (of a dollar.) 
"The city (of Hudson) is not large.] 
"I am] (of opinion) (that he will come.) 
[He was refused] ( , admittance.) 
"A profile (of my friend,) is here.] 
[The room is full] (of smoke.) 
The beauty (of that hand) is not great.] 
"He is void] (of sense.) 
The boy is worthy] (of praise.) 
He is destitute] (of money.) 
He was denied] ( , his seat.) 
He was offered] ( , a dollar) (for his hat.) 
Give ? ( , me) a cup] (of water.) 



* When with or in or through is used, in the sense of by, the sec- 
tion is instrumental, 



AMERICAN GRAMMAR. 165 

1. The possessive section is always insentensic, and must be 
founded on the possessor, or the thing possessed. In the above in- 
stance, it is founded upon the possessor ; the dollar is the posses- 
sor, and the half is that which the dollar possesses. It is a half be- 
longing to a dollar, and not one belonging to an apple, peach, or pie 
or any other thing. Dollar's half. 

From the use of the sentensic, have, in the above instance, some 
suppose that the persons denoted by they, are the possessors : it 
may not be amiss, therefore, to substitute some other sentensic, and 
repeat the example : 

They saiv half of a dollar. 

That there is possession denoted by the word have is not disputed ; 
but, as in construing, no possession is recognised, except that which 
is denoted by the partial insentensic, the import of have must not be 
noticed. Should it here be asked, why the possession denoted by 
have is thus slighted, we reply that as have is always possessive, 
there would be no advantage derived from a recognition of its cha- 
racter in construing. The object in construing is to follow up with 
an expressive technicality, the variety of meaning, which the same 
word has in different examples. In pursuance of this object, we 
are bound to notice the possessive character of of, and to slight 
that of have : of may be used not only in a possessive sense, but in 
a local, causative, an instrumental and active. 

2. The relation between things is a subject upon which he, who 
desires to become a correct grammarian, should bestow much re- 
flection. It is from a clear comprehension of this relation that one 
is able to write, speak and parse the language with ease and accu- 
racy. The relations denoted by many of the partial insentensics, 
are of too secret and subtle a nature for the comprehension of him, 
who has not a taste which will excite him to attention. These re- 
lations are naturally divided into primary nnd secondary; and the 
secondary are always the result or consequence of the primary. 
For example — " the finger has two relations in reference to the palm 
of the hand :" The primary relation is a possessive one, the secon- 
dary is a local one. The primary relation is expressed by of; as, 
The finger of the hand. 

The secondary is denoted by on ; as, The fingers on the hand. 

Now upon these relations, sections of different characters, may be 
formed. If the secondary relation is expressed, the primary rela- 
tion must be inferred ; as, 

The fingers on his hand are familiar with deeds of 
charity. 

Here, in making out the character of this section, two different ar- 
guments may be advanced : he who asserts that it is of the local kind, 
may say with much propriety that the fingers are on the hand ; 
hence locality : the one who thinks the section possessive, may say 
with equal propriet} 7 , that the hand has or possesses the fingers, 
hence the possessive relation. Now, to settle the cases of this de* 



166 AMERICAN GRAMMAR. 

seription, nothing more is necessary than to observe which relation 
is expressed : the character of the section must always be decided 
in favour of that relation which is expressed, and not of that which 
- may be inferred. That there are two kinds of relation between the 
finger and the hand, is obvious ; and that a sentence may be formed 
recognising either of these relations is no less clear — hence, if the 
local relation is expressed, the section is local ; as, 

The fingers on his hand. Sec. 

But, if the possessive relation is expressed, the local one is mere- 
ly inferred : and consequently the section is possessive ; as, 

The fingers of his hand, Sec. 

The principles developed in the preceding part of this note, may 
be of some use in deciding the character of the section — 

"Of Hudson." 

It is evident that the city bears two relations to Hudson — first it 
belongs to Hudson ; hence a possessive relation — secondly, it lies 
within the limits or boundaries of Hudson ; hence a local relation. 

The possessive relation, however, is the expressed one ; hence ; 
the section " of Hudson," is of the possessive kind. 

But had the local relation which the city bears to Hudson, been 
expressed, and not the possessive, the section would be of the local 
kind ; as, 

The city is situated within the limits of Hudson, &c. 

Finally, where there are different relations, the kind of the sec- 
tion may be always told by asking which relation is expressed. 

3. That the section " of opinion," is possessive, is clear— but 
whether it is founded on the possessor, or the thing possessed, 
is not so obvious. The point for discussion is, whether from this 
construction i" is the possessor, and opinion the thing possessed ; or 
whether the opinion is the possessor and J the thing possessed. It 
appears that the opinion is taken as a rallying point to which 
individuals may resort, and belong. Or in other words, the opinion 
here is taken much in the sense of a party to which I represent my- 
self as belonging. 

This position may be illustrated when applied to something of a 
similar nature ; as, 

He is a merchant of Boston. 

Here, he is represented as belonging to Boston— hence Boston is 
the possessor; and he the thing possessed. 

Again— I am of the other party, I am of a different 
persuasion, I am of a different opinion. 

Now, the argument against this position, arises, not from the con- 
struction or from the import of the words, but from the simple fact 
that this opinion must be mine ! If the opinion was something which 
I could not possess, there would be no ground of arguing that / is 



AMERICAN GRAMMAR, 167 

the possessor : hence this point would be as easily settled in this, 
I am " of opinion" as in this, He is a merchant " of Boston" 

4. In many instances the possessive character of the section is 
quite concealed ; in others it is quite apparent. For instance, in the 
first in the following sentence, it is easy to see the possessive cha- 
racter ; but in the second it requires the closest investigation to dis- 
cover this character — 

The knife (of John) is worth (a dollar.) 

The knife's value is the worth of what ? What does this worth 
belong to which measures the value of the knife ? It belongs to & 
dollar— it is the worth of a dollar; or it is a dollar's worth 

The knife (of John) is worthy (of a dollar.) 

That is, the knife has the same worth which a dollar has* The 
worth then, belongs to both things at the same time. 

He was denied (of his seat.) 

Here the denial is the thing possessed by the seat, Here is a de- 
nial — a denial of what ? a denial of a seat. 
That is, this denial pertains to this seat. 

I am deprived (of a hat.) 

Here is a deprivation, and the question is to what it pertains or 
belongs. Is it a deprivation'pertaining to liberty ? no. Is it a depri- 
vation belonging to health ? It is a deprivation of a hat. 

He is destitute (of money.) 

Here is a destitution ; and the point to be discussed in the mind is 
to what this destitution pertains. It is a destitution — of what ? Of 
money. This destitution, then, is an absence of money* John's 
absence — money's absence. 

The walking (of John) is slow. 

That is, the walking which belongs to John. John's walking. 

A subtraction (of five) from seven, leaves two. 

That is, Jive's subtraction. 

Rule III. 

When of is used in the sense of from, derived from^ 
about or concerning; by in the sense of near ; for, in the 
sense of during or through, the section is local. 

Exercises. 

1. [A practical knowledge (of his own language) is, 
(to the rational man) an object] (of the first magnitude*)* 

* The leading fact of this sentence is this — 

A practical knowledge is an object of the first magnitude 

But this declaration is under the condition of two circuumstances; 



168 AMERICAN GRAMMAR. 



2. 
3. 
4. 
5. 
6. 



There was a marriage] ( in Cana) (of Galilee.) 
"He stands] (by the river.) 
[He lived] (in London) (during a year.) 
"He remained] (at home) ( , six years.) 
= He travelled] (in the United States) ( , 

three years.) 

7. [He returned] ( , last evening.) 

8. (On Friday last) [we launched the ship.] 

9. [He will be here] (within two days.) 

10. (On Saturday) [our church was dedicated.] 

11. [He studied] ( , sixteen hours) ( 5 a day.) 

12. [He wrought] ( , every minute) (of his time.) 

13. [He went] (from his teacher) (to his books.) 

14. [Will you give ( , me) your opinion] (of 
this affair.) 

15. [But every man hath his proper gift] (of God.) 

1 6. [But our sufficiency is] (of God.) 

IT. [For whatsoever is more] ( , cometh) (of evil.) 

18. [They came out] (of Egypt.) 

19. [They drank] (of the living rock.) 

20. (In rising to address this large and respectable audi- 
ence,) [I undertake a task] (which I am ill qualified to 
perform.) 

Time is considered as divided into different portions, or parcels — 
and under this view it will be seen that the section, " during a 
year" is local. The word, year, is a sort of knife, and carves from 
the entire body of time a distinct portion, which may be looked upon 
as a block of time. Now, in relation to this block of time, events 
may be differently located; for there are an in, an on, an under , a 
from, a to, a within, a through, an at, &c. to a portion of time as 
much as there are an in, an on, an under, &c. to a block of wood. 
Hence events may be located in a. year, on a year, at a year, within 
a year. 

And events may extend perfectly through a year ; as, 

namely, a place of derivation, or a place whence this knowledge is 
brought ; and a place of deposit, or location to which this knowledge 
must be carried. 

Whence, then, or from what place, must this knowledge be de- 
rived, and where must it be carried, in order that it may become an 
object of the first magnitude ? This knowledge must be derived 
from language, and carried up to the rational man. 

The section " of the first magnitude," is clearly possessive— it is 
founded on the property or quality possessed by the object — an ob- 
ject (of the first magnitude.) 

That is, an object having the first magnitude. 



AMERICAN GRAMMAR. 169 

He travelled through that year with his brother. 

Bat when the block which the event perforates consists of time, 
during is generally used; as, 

He travelled during a year. 

When the block, perforated by the event, consists of something 
tangible, through is used ; as, 

He saw him through the glass; he travelled through 
the snow. 

He travelled jn the United States during a year. 

The word, " during " is equal to from and to : and as these 
words express ideas of locality, or place, during must also express 
such. 

He travelled during a year. 

That is, he travelled from the beginning to the termination of a 
year, 

He travelled through the -snow. 

The section, through the snow, is local, because it presents the 
place where this event happened. 

We would not be understood, however, as conveying the idea that 
snow is a place ; snow is an object in reference to which, there 
may be various places ; as, in the snow, on the snow, under the 
snow, over the snow, through the snow. 

It is thus seen that there is a place pertaining to snow, which 
may be called in, and that there is one which may be called on, and 
one which may be called through. Now, the question is, in which 
of these various places is this event of travelling placed, or lo- 
cated This event is put into the place pointed out by through. 

He travelled " during a year J" 

The section, u during a year," is local : during shows where this 
event is placed in reference to this block of time. It is not pre- 
tended that the word, year, denotes any thing like a place : we 
mean to say that a year is an object in which a place is designated 
by the word, " during" and that this event of travelling is strewed 
along in this place. 

Again^ he sailed on Monday. 

Now, Monday is no place ; but a block of time, about which many 
places may be found — and on points out one of the many, as 
being the place in reference to this block of time, where the event 
of sailing is put or located. 

Finally, these events are located in reference to distinct periods 
of time as much as they are in respect to things ; and he that can- 
not comprehend the fact from a slight glance, should go to the paioi 
of reflecting upon the subject, 

P 



170 AMERICAN GRAMMAR. 

Rule IV. 

When of in ovfor, is used in the sense of on account 
of or because of the section is causative. 

EXERCISES. 

1 . [Beware ye] (of the leaven*) (of the Pharisees.] 

2. [Though he was rich] (for our sakes) (he became 
poor.}^ 

3. [He digged a place] (for the wine vat.) 

4. [He went] (instead of me.) 

5. [Why hast thou come] (forme?) 

6. [They died] (of a fever.) 

7. [I am glad] (of the coining) (of Stephen.) 

8. [He went (in order) to find his friend.] 

9. (In , viewing) ( , the sun) [he in- 
jured his eyes.] 

Rule V. 

When ivith is not used in the sense of by or the means 
cf the section is conjunctive. 

EXERCISES. 

1. [Make , ( , me) a coat] (ivith ten buttons.) 

2. a [The little birds have ceased their warbling]: 
(they are asleep) (on the boughs) (each , , ) 
(with his head) (behind his wing/') 

3. [He was presented] (with a sivord.) 

4. [He walks] (with great speed.) 
, 5. [He went] (with me.) 

The term, with, under its primitive application, -was the name of 
a^ young tree or sapling, employed by fence makers as instruments 
or means for binding one stake to another. — From signifying the 
band or instrument with which the stakes are bound one to another, 
the word has come to denote the act of attaching one thing to ano- 
ther- — hence when we desire to add or join one thing to another, we 
sometimes use icith; as, make me a coat with ten buttons, Or, give 
me the child with its gloves, Or, John went with the child for its 
gloves. 

With is also used in the instrumental section; as, " with a cane.' 1 
The instrumental character of with, has been derived from the 

* Beware ye of the leaven of the Pharisees. 
That is : because of the leaven. 



AMERICAN GRAMMAR. 171 

tact that it formerly was tho name of the sapling under its instru- 
mental relation to the stakes. With, then, sustains two characters 
— conjunctive and instrumental. The first is derived from the act 
performed with the thing of which with was the name. The se- 
cond is derived from the relation of this thing to the stakes them- 
selves. 

Rule VI. 

When the thing in the insentensic section is taken 
from that in the sen ten sic, the section in which ivithout) 
but, except, save or besides occurs, is detractive. 



EXERCISES. 

He went] (without me.) 
He still remains] (without hope.) 
He stood] (ivithout company), (without the gate.) 
"He brought the horse] (without the gig*) 
Ail went] (but him.) 
I will give ( , you) all the books] (except 

~He suffered none to go] (save John and James.) 
There were three men lost] (besides John.) 

That is — even without John, there were three. 
There are six besides me. 

That is — when I am taken from the number, there are six., 
There are sis without me. 

Rule VII. 

When the noun denotes the actual performer of the 
action, the section in which of or by occurs, is active. 



1. 

2. 
3. 
4. 
5. 
6. 
one.) 
7. 
8, 



EXERCISES. 



1. 

2. 
3. 



"Every good man is taught] (of God.) 
"He was despised] (of men?) 
~He was called] (of the Spirit.) 



Where one is not the real doer of the act, but is merely instru- 
mental in having it done by another, the section is not active, but 
instrumental ; as, [Many houses have been built] (by Stephen Girard.) 

That is, he superintended the labourers who were the real actors 
or builders. 

But when it is meant that Stephen Girard himself performed the 
labour, the section is active; as; [this house was built] (by Stephen 
Girard) without the aid of any person. 



17$ AMERICAN GRAMMAR. 

The same remarks which are here made in reference to the sec- 
tion in which by is used, apply to that in which of is employed; as> 
[he was led up] (of the spirit.) 

The meaning here expressed is obviously this ; the spirit was in- 
strumental, inasmuch as he tempted our Saviour to go up into the 
mountain. 

But if the meaning was that the spirit actually carried our Sa- 
viour up into the mountain as a person might carry or lead a child, 
then the section, " of the spirit" would be active, 

The meaning is evidently that, Christ went up into the mountain 
through the temptation which was offered by the spirit. 

Rule VIII. 
Where as or for introduces an insentensic section to 
show the character, calling or rank of a person or 
thing in a superior section, the section is characteristic, 

EXERCISES. 

1 . [Let her go] (for a wretch.) 

2. I address you] (as his friend. 

3. [As John listed] (as a soldier,) (he went) (into the 
field) (of blood.) 

4. [I meet you] (as a friend.) 

5. [I used this stick] (as a pen.) 

6. [John came] (as a prophet.) 

PROMISCUOUS EXERCISES. 

1. (By grace) [are ye saved] ( , , ) (through 
faith.) 

2. £For we know that] (if our earthly house (of this 
tabernacle) was dissolved,) (we have a building) 

( > > > ) (°f G od >) ( , . > an house) 
( , , not made) (with hands,) ( , , , eter- 
nal) (in the heavens.) — 2 Cor. v. 1. 

2. [For we walk] (by faith$) ( , , , not , ) 
(by sight.) — 2 Cor. v. 7. 

4. [Wherefore we labour] (that (whether , , 
present or absent), we may be accepted) (of him.)-— 2 
Cor. v. 9. 

5. [The chief captain commanded him to be brought 
(into the temple,) and that] (he should be examined) 
(by scourging.) — Jicts xxii. 28. 

6. [And the chief captain answered,] (with a great 
sum,) (obtained I this freedom.) — J3cts xxii. 24. 



AMERICAN GRAMMAR. '173 

7. [And as (they bound him) (with thongs,) Paul 
said] (unto the Centurion) (that stood) (by , ), 

(is it lawful) (for you to scourge a man) (that is a Ro- 
man,) (and , , uncondemned.) — Acts xxii. 25. 

[" Wheresoever this Gospel shall be preached] (in 
the whole world) (there shall also this , (that this 
woman hath done) be told) (for a memorial) (of her.") 
—Matt. xxvi. 13. 

[But he (that entereth in) (by the door) is the shep- 
herd] (of the sheep.) — John x. 2. 

(" If this man was not) (of God,) [he could do noth- ' 
ing."] — John ix. 33. 

(Verily verily, [I say] (unto you,) He (that entereth 
not) (by the door) (into the sheepfold,) (but , 
climbeth up) ( . , some other way,) the same is a 
thief and a robber.") — John x. 1. 

For further exercises, see page 22. 






PART IV. 

PROSODY. 

Prosody is that part of Grammar which divides a 
book into its several parts by certain fixed characters, 
and which teaches pronunciation, accent, quantity, em- 
phasis, pause, tone and poetic measure with the figures 
of speech. 

PUNCTUATION. 

Punctuation is the art of dividing a book into its 
several parts, and of expressing or denying a relation 
between those two which stand together on the paper. 

As a house is divided into several rooms or compartments, so is a 
book divided into several relative parts. 

The following Characters divide a Book into Parts, and 
express the kind and degree of Relation, that the Parts 
bear to one another: 

123456789 

. . P t ( \ 

15 16 17 18 19 20 21 



10 11 12 13 
A f § "" 


14 

[] 


22 23 24 25 
•• * t t 


25 
II 



27 

*** p 2 



1T4 AMERICAN GRAMMAR, 

1 2 '3 4 5.6 

Hyphen. Comma. Semicolon. Colon. Period. Interrogation, 

7 8 9 10 11 12 

Exclamation. Dash. Parenthesis. Caret, Paragraph. Section. 

13 14 15 16 17 18 

Quotation. Brackets. Index. Brace. Ellipsis. Acute accent. 

19 20 21 22 23 24 

Grave accent. Breve. Dash. Dicer esis. Asterisk, Obelisk, 

25 26 27 

Double dagger. Parallel. Asterisks. 

Rule I. 

The Hyphen (-) intimates that the rest of the word 
begins the next line, connects compound words, and 
occasionally divides words into syllables; as, Gram- 
mar, Tea-pot, Con-tem-pla-tion. 

2. COMMA. 

1. The comma is employed to mark the omission of a word or 
section. 

2. It is used to deny the relation of one word or one section to 
another. 

3. It is used to mark some irregularity in the position of a word 
or a sentence. 

4. It is often used merely to mark a pause. 

Observation I. 

When the words of a section which stand together, 
are not connected in construction and sense, the want of 
this relation may in all instances, be expressed by a 
comma; as, " The, good, old man." 

As the is added to man, it has no relation with good — hence a 
comma may be placed after the. 

As good is added to man, it has no relation with old; hence a 
comma may be placed after good. But as old is added to man. 
a comma should not be placed after it. 

Observation II. 

When the nature of the case permits the words of 
the same section to connect themselves contrary to the 
author's intention, the obtrusive relation must be de- 
nied by a comma; as, 

1 . I saw the very, old man. 

2. John, James went to church. 



AMERICAN GRAMMAR. 17 5 

3. A certain man planted a vineyard, and set a hedge, 
and digged a place, and built a tower, and let it out, 
and went. 

As saw is added to I, a comma must not be put before it, and as 
from the nature of the case, saw and the can have no relation, there 
is no necessity for a comma between them. Yet a comma may be 
put between these words, for one holds no relation with the other ; as, 

I saw, the very, good, old man. 

But it may be said that the comma after saw, may cut off saw's 
relation from man. Of this, there can be no danger, for a comma 
exerts no influence beyond the two words or two sections between 
which it is placed. 

As there is no relation between the and very, a comma may be 
put after the — but, as the nature of the case is a sure preventive 
against any obtrusive relation between these adjectives, there is 
no necessity for a comma. As the nature of the case favours an ob- 
trusive relation between very and good, a comma must be used as 
a preventive against it. For we have taken it as conceded that 
the writer's intention is, not to increase the goodness by adding 
very to good, but to point out identity by adding very to man', as, 

" I saw the very man whom you saw." 

2. "John, James went to church." 

The nature of this case is favourable to an obtrusive relation — 
for nothing is more natural than for the word, John, to cleave to the 
word, James ; as, 

John James went to church. 

What James went ? John James. 

The comma, therefore, must be used after John; or an unintend- 
ed relation obtrudes, and destroys the address which the writer 
wishes to make. 

3. "A certain man planted a vineyard, and set a 
hedge, and digged a place, and built a tower, and let 
it out, and went. 

1 . Where the Commas may be put. 

1. A, certain man planted, a vineyard, and set, a 
hedge, and digged, a place, and built, a tower, and let 
it, out, and went. 

2. Wliere the Commas should be put. 

2. A certain man planted a vineyard, and set a 
hedge, and digged a place, and built a tower, and let 
it out, and went. 



176 AMERICAN GRAMMAR. 

Each comma is put between parts of speech, which are very 
often related one to the other ; and as these parts are not related 
here, and as the sense is not sufficiently clear to teach many read- 
ers this want of connexion, the comma is important. That and 
and vineyard are not related is evident to the grammarian, from 
the fact that, and subjoins set, not to vineyard, but to planted. 

But for the sake of him who is not skilled in grammar, the danger 
of obscurity without the comma, seems to demand its use. 

In the first of the following sentences no comma can be used. In 
the second, one may be used — 

1. Man lives and grows and dies and lives again. 

2. Man lives and grows old, and dies and lives again. 

As old refers to grows, no comma can be. admitted between old 
and grows; but as and and old have no connexion one with the 
other, a comma may be put between them. 

Observation III. 

When the sections of a sentence, which stand to- 
gether, are not connected in sense and construction, the 
want of this relation may be expressed by a commas 
as, He walked with me, with his cane, to the ship, from 
his house. 

Here the subject is so clear that no comma is necessary — yet as 
no minor section refers to another minor section, three commas 
are admissible. But between the major and the first minor section, 
a comma can not be used — for with me is as closely connected with 
He walked, as the ear is with the head. 

Observation IV. 

When the nature of the case permits the sections of a 
sentence to connect themselves contrary to the writer's 
intention, this obtrusive relation must be denied by a 
comma,* as, 

1. I eat a piece of an apple, which he gave me. 

2. Send me twenty men that I have designated, 
from the company. 

3. He began, by parables to speak unto them. 

Now, it is as possible and as probable that I should eat a whole 
apple as it is that I should eat a mere part of one. As the nature of 
the case, then, is not a rule of decision, we must resort to other 
means for deciding whether I eat a piece of an apple, or a whole 
one. And, as where neither the nature of the subject, nor the 
punctuation decides, the approximate or local relation must, it 
is obvious that unless the comma is inserted between the sections, 
(of an apple,) and (which he gave,) I assert, whether I intend to or 
not, that I eat the whole apple— 



AMERICAN GRAMMAR. 177 

I eat a piece of an apple which he gave me. 

Now, " which he gave" is an inferior section, and, as where neither 
the sense nor punctuation prevents, we have a right to presume that 
the writer has followed this general and natural principle, "place 
every inferior member as near its own superior as the nature of 
the construction and subject will permit" we are justified in say- 
ing that the Close Reading of " which he gave" gives " which he 
gave" a direct relation with " of an apple." 

" Of an apple ivhich he gave" 

But when the nature of the case or punctuation acts as a preven- 
tive against referring the inferior section to the nearest one as its 
superior, the same sections, printed in the same order, may make a 
very different sentence in point of fact; as, 

/ eat apiece of an apple, which he gave me. 
Close Reading — I eat a piece which he gave me. 

Rule II. 

Where the nature of the case favours a wrong rela- 
tion, contiguous words or contiguous sections must be 
separated by a comma; as, Send me twenty men that 
I have designated, from the company , Send me twenty- 
men from the company, that I have designated, I saw the 
very, old man whom you called. 

The comma in the first example, is used to prevent an instanta- 
neous connexion which the mind might form without it, between 
the sections, " I have designated" and "from the company" This 
obtrusive relation being denied by the comma after designated, the 
mind refers the inferior section, "from the company" immediately 
to the major section — 

[Send twenty men] (from the company,) 

In the second sentence, the comma is put after com- 
pany, to prevent the mind from connecting (that I have 
designated) with (from the company.) 

EXERCISES ON THE COMMA. 
QUESTIONS. 

Does the first sentence demand a comma to render the writer's 
intention clear ? 
Does the second sentence require a comma ? 
Does the third? 
Does the fourth ? 
Does the fifth? 
Does the sixth ? 
Did he read the books or the titles ? 



1F8 AMERICAN GRAMMAR. 

1. The titles of books which comprise two or more 
words, are nouns. 

2. I eat the piece of an apple which he gave me. 

3. I took this note from the page of his book which 
publishes it to the world. 

4. I took this note from the very page of that book 
.which presents it. 

5. I saw the titles of books which he read over. 

6. He gave me the titles of the books which he read 
to my brother. 

He studies diligently, and, certainly makes great pro- 
gress. 

Why are the commas employed in this sentence? 

To separate and from diligently and certainly. And subjoins 
makes to studies — He studies and makes rapid progress. 

The foundation is vast and solid — and, though it has 
been hastily laid, it is durable. 

Why is the comma put after and? 

To show that and has no connexion with the intervening section. 
And begins a section, which, " though it has been hastily laid" in- 
terrupts. 

The sentence without this interruption would require no comma ; 
as, 

The foundation is vast and solid — and it is durable; 
though it has been hastily laid. 

" We have, within ourselves, all the elements of na- 
tional greatness." 

Why are two commas used? 

For no good reason — one is sufficient — and neither is absolutely 
necessary. 

1. We have ivithin ourselves, all the elements of na- 
tional greatness. 

2. We have within ourselves all the* elements of na- 
tional greatness. 

3. We have all the elements of national greatness 
within ourselves. 

Observation I. 
When the inferior section is placed before its su- 
perior, the comma may be usedj as, When the child re* 



AMERICAN GRAMMAR. 179 

turns, the parents will rejoice, He began, by parables to 
speak unto them. 

Observation II. 

Generally, when a word or section is omitted, the 
omission should be marked by a comma; as, He teaches 
the Latin, and the Greek language. 

But if Latin and Greek are taken as nouns, the comma should 
be omitted ; as, 

He teaches the Latin and Greek. 
Observation III. 

Couplets should be separated; as, Truth is fair and 
artless, simple and sincere, uniform and consistent. 

Observation IV. 

Commas may be used to denote a pause; as, Every 
leaf, and every twig, teem with life. 

Observations. 

Before attempting to say any thing definite upon the 
semicolon, colon and period, it may be proper to make a 
few remarks upon those relations which these characters 
express* It is not expected, however, that these remarks, 
brief and crude as they are, will do any thing more than 
throw the mind of the pupil into a thoughtful posture 
upon this subject. 

A book is a series of writing or printing 1 , founded on a mass of 
kindred things. The entire mass is divided into lesser masses, and 
these again into lesser still; and so on until we come down to indi- 
viduals, the constituent parts of the least mass in the grand one. 

The first divisions of the entire mass, are represented by chap- 
ters; the second, by paragraphs; the third, by sentences; and the 
fourth, by the sections or clauses of a sentence. 

That part of the entire mass, which forms the subject of this note, 
is the mass of which a sentence is predicated. 

To know what, or how much is comprised in this mass, a little 
attention must be given to the relations which connect the indivi- 
duals in it. 

There are three kinds of relation, which bring things into this 
part of the grand mass; and these relations are the boundaries or 
limits of a sentence. The relations are the constituent, the inci- 
dental, and suggestive. 

The constituent. Whatever has a being, either in fancy or real- 
ity, exists under the character of grand, major, and minor whole. 
The whole, with all its minute properties, is the grand one ; as, A 



180 AMERICAN GRAMMAR, 

man. The principal or primary whole in the grand one, is the ma- 
jor', as, The body or trunk. The secondary wholes are the minors : 
asj The arm, hand, finger. 

The major whole is the basis on which the minors are erected ; 
and the bearing which the major and minors have on each other, in 
constituting the grand whole, is the constituent relation. This re- 
lation is close and deep, and justifies the including of the wholes 
between which it is found, in the same sentence. 

An example. The fingers of the hand of the arm of 
the body of that man, are strong. 

It is next to be shown in what way two or more grand wholes be- . 
come so related that each can be treated of in the same sentence. 
The major and minor wholes derive their relation from their enter- 
ing into, and constituting the grand whole. And the grand one de- 
rives the relation which it has with the major and minors, from 
being constituted by them. But the grand wholes are distinct in 
their creation. They do not form a part of each other : a man is a 
grand whole : and it is easy to see that the parts or different wholes 
of which he is made up, have such a relation as requires all the 
parts, spoken of, to be brought within the same sentence. 

But how two grand wholes, (for instance two men) can be in- 
eluded in the same sentence, is yet to be discussed. To treat of two 
or more grand wholes, in the same sentence, which have no rela* 
tion, is in no way warrantable. The force of this position will be 
felt from the following attempt : — 

Ships move John is a pupil 1 am here New York mar- 
ket is much improved. 

The grand wholes are brought to bear upon each other, through 
the incidents or circumstances which constantly attend them : such 
as interest, arising in various ways; location, instrumentality, 
cause, effect, association, &c. 

These bearings are styled incidental; and the relation which 
they produce, though not so close as the constituent, justifies the 
including of the grand wholes between which it is found, in the 
same sentence. 

The following sentence comprises four grand wholes, and pre- 
sents three incidents which produce a relation between them. The 
words, representing the toholes } begin with capitals; those, mark- 
ing the incidents, are in italic. 

The Eagle flew from the Pine, over the Beech, to the 
Oak. 

The suggestive relation is not so close as either of the others. 
But even this is not very often so slight that the things between 
which it is found, can be treated of in distinct sentences. 

This relation arises from a variety of causes, and much in the 
way. signified by its name. First, it arises from a known capacity 
in one. to supply or give what the condition of another demands \ 
as, 



AMERICAN GRAMMAR. 181 

I am needy: Howard is benevolent: The lads are 

cold: yonder is a fire. 

Secondly, the suggestive relation is derived from a resemblance,, 
either in situation, quality or disposition; as, 

As wood is to fire; so is a contentious man to the pro- 
duction of strife. He is rich; so am I. 

The third cause of the suggestive relation is a contrary extreme 
or striking difference : as, 

They are rich; but we are poor. He is good: and, 
although we have his example, yet we are bad. 

The next branch of this note treats of the descent of sentences — 

Sentences are productive. This generative or productive power 
arises from the relations which the things treated of in one sen- 
tence have with other things. There is a relation ; but it is not so 
close as to justify the including of all in the same sentence. Hence, 
the first sentence gives rise to the second, the second to the third, 
and the third to the fourth. The addition of sentences is conti- 
nued in this manner as long as the relation of the things which the 
writer has in view, is direct. But whenever the relation between 
them becomes indirect ; or in other words, whenever the ^writer 
turns aside to include something not immediately related to what 
has gone before, the line of descent between sentences ceases, and 
that between paragraphs commences. That is, as soon as the rela- 
tion becomes indirect, one sentence no longer produces another sen- 
tence ; but one paragraph produces another paragraph. 

There are six kinds of relation which should be observed in divi- 
ding a book or a discourse into its several parts. Three of the six 
have already been explained; namely, the constituent, incidental 
and suggestive. 

The others remain for present discussion. They are styled direct, 
partially direct and indirect. 

The direct relation is an immediate bearing or connexion, though 
it may be slight, of all the things in view. 

An example. Samuel Booth is a ship-owner, and 
resides near the finest harbour in the world. Of this 
person, my father purchased that schooner. 

The partially direct is a direct relation between only some of the 
things in view. 

An example. Nathaniel Booth is a ship-owner, and 
resides near the finest harbour in the world. 

My father is Samuel Pollard; and he purchased that 
schooner of Mr. Booth. 

The fact that " Samuel Pollard is my father," has no direct bearing 
on the fact that " Nathaniel Booth is a ship-owner, and resides near 
the finest harbour in the world." 



18£ AMERICAN GRAMMAR* 

But the fact that Samuel Pollard is my father, has a direct bearing 
on the fact that he purchased this schooner of Mr. Booth. 

This relation is denoted by an indented position of the sentence 

Thepartially direct relation is good ground for a new paragraph. 

The first of the following exhibitions of the preceding instances^ 
includes both examples in the same paragraph. But the second ex- 
hibition makes two paragraphs — 

Nathaniel Booth is a ship-owner, and resides near 
the finest harbour in the world. And my father pur- 
chased that schooner of him. 

Nathaniel Booth is a ship-owner, and resides near the 
finest harbor in the world. 

Samuel Pollard is my father; and he purchased that 
schooner of Mr. Booth. 

The indirect relation is that which takes place when the things 
treated of, have a remote bearing on those which precede them, 

For instance : Things disconnected in themselves, may receive a 
slight bearing on each other, from relating to the same person 
Thus a man's deeds in public, and his transactions in private, may 
have a remote relation on the ground that both the public, and pri- 
vate scenes relate, not to each other, but to the same person, 

The indirect relation is authority for the commencement of a 
new chapter. Thus end the gradations of the relation, existing 
between the kindred masses which constitute the grand mass or en- 
tire book. 

The semicolon ( j ) sustains no negative character. It is the pro- 
vince of this point to denote that the relation, existing between the 
sections where it is placed, is one degree in closeness or depth, less 
than that denied by the comma ( , ). 

The highest or first degree in relation, is that which proceeds 
from a close incidental, or constituent bearing of the things which 
make the foundation of the sentence. 

The second is that which originates from a medium incidental 
bearing, or from a close suggestive one ; as, 

The good will be happyi but the bad will be mise- 
rable. 

The third is the result of a slight incidental or suggestive bear- 
ing. This degree is marked by a colon ; as, 

Nature felt her inability to extricate herself from the 
consequences of guilt: the gospel reveals the plan of 
divine interposition and aid. 

The fourth degree in the closeness of the relation, comes from 
the most slight incidental bearing, existing among the minor mass 
es of the entire mass on which the sentence is founded, 



AMERICAN GRAMMAR. 183 

This relation is marked by the period (.) or interrogation 
point ( ? ) ; as, 

Nathaniel Booth is a ship-owner, and resides near 
the finest harbour in the world. And, of his friend 5 my 
father purchased this schooner. 

The fifth degree comes from a bearing which is but partial!? 
direct. This is signified by the paragraph (II), or by an indented 
position of the next sentence ; as, 

f Nathaniel Booth is a ship-owner, and resides Bear 
the finest harbour in the world. 

Samuel Pollard is my father, and he purchased this- 
schooner of Mr. Booth. 

Rule IIL 

The relation between the sections of a sentence, should 
be expressed by the colon or semicolon — 

Crafty men contemn studies: simple men admire 
them: wise men use them. 

Rule IV. 

When the relation is quite slight, the sentence is 
closed, and the Period (.) is placed at the end* 

Interrogation (?) is used when a question is asked. 

Admiration or Exclamation (!) is used to express some emotion 
of the mind. 

Dash ( — ) is used to denote abruptness — a significant pause- 
suspension of the sense — or that the first clause is common to all 
the rest. 

Parenthesis ( ) is used to enclose some necessary remark in the 
body of another sentence: — Commas are sometimes used instead of 
Parentheses. 

Apostrophe ( * ) is used in place of a letter left out ; as, lov'd, for 
loved. 

Caret ( a ) is used to show that some word is either omitted ©r 
interlined. 

Paragraph (IT) is used at the commencement of a new para- 
graph. 

Section (§) is used to divide a discourse or chapter into portions 

Quotation ( ll ") is used to show that a passage is quoted in the 
author's own words. 

Crotchets or Brackets ( [ ] ) is to enclose a word or semens® 
which is to be explained in a note, or the explanation itself, or tQ 
correct a mistake, or supply some deficiency. 

Jniez (O 3 ) is used to point out any remarkable thing 



184 AMERICAN GRAMMAR* 

£ is used to connect words which have one common term, 
Brace? or three lines in poetry, having the same rhyme, called a 
( triplet. 

Ellipsis ( ) is used when some letters are omitted) as, K g. 

forking. 

Acute accent (') is used to denote a short syllable — the grave ( K ) 
a long. 

Breve (") makes a short vowel or syllable; but the dash (-) 
a long. 

Dimresis ( •• ) is used to divide a diphthong into two syllables; as 
aerial. 

Asterisk (*) Obelisk (f) Double dagger (f) Parallel (||) and 
small letters and figures refer to some note on the margin or at th$ 
bottom of the page. 

( * * * ) Two or three asterisks denote the omission of some let- 
ters in some bold or indelicate expression. 

OF CAPITALS. 

1. The first word of every book, or any other piece of writings 
must begin with a capital letter. 

2. The first word after a period, and the answer to a question f 
must begin with capitals. 

3. Partial nouns, that is, names of persons, places, ships, &c. 

4. The pronoun /, and the interjection 0, are written in capitals 
o. The first word of every line in poetry. 

6. The appellation of the Deity; as, God, Most High, &c. 

7. Adjectives derived from the proper names of places; as, Gre* 
eian, Roman, English, &c. 

8. The first word of a quotation, introduced after a colon; as. 
Always remember this ancient maxim ; " Know thyself." 

9. Common nouns, when personified; as, Come, gentle Spring, 

ACCENT. 

Accent is the laying of a greater force on one syllable of a word 
than on another ; as, surmount. 

The quantity of a syllable is that time which is occupied in pro- 
nouncing it. Quantity is either long or short; as, Consume. 

Emphasis is a remarkable stress laid upon certain words in a sen- 
tence, to distinguish them from the rest, by making the meaning 
more apparent; as, Apply yourself more to acquire knowledge than 
to show it * 

A pause is either a total cessation, or a short suspension of the 
voice, during a perceptible space of time ; as, Reading — makes a 
full man; — conference—a ready — man; — and writing — an exact — 
man. 

Tone is a particular modulation or inflection of the voice, suited 
to the sense; as, How bright these glorious spirits shine !t 

* Emphasis should be made rather by suspending the voice a lit- 
tle after the emphatic word, than by striking it very forcibly, which 
is disagreeable to a good ear. A very short pause before it, would 
render it still more emphatical; as, Reading makes a/&Z&— man. 

t Accent and quantity respect the pronunciation of words ; ©m- 



AMERICAN GRAMMAR, 



VERSIFICATION. 



Prose is language not restrained to harmonic sounds, or to a set 
number of syllables. 

Verse or poetry, is language restrained to a certain number of 
long, and short syllables in every line. 

Verse is of two kinds; namely, rhyme and blank verse, Whea 
the last syllable of every two lines has the same sound, it is called 
rhyme; but when this is not the case, it is called blank verse. 

Feet* are parts into which a verse is divided, to see whether it 
has its just number of syllables. 

Scanning is the measuring or dividing of a verset into the seve- 
ral feet of which it is composed. 

All feet consist either of two or three syllables, and are reducible 
to eight kinds; four of two syllables, and four of three, as follows : 

Dissyllables. Trisyllables. 



A trochee ; as, ldve\y$ 
An Iambus; became 
A spondee ; vain man 
A pyrrhic ; on a (bank) 
The feet in most common use are 



A dactyl ; as probably 
An amphibrach : domestic 
An anapaest ; mlslmprove 
A tribrach ; (com)fort&bly 
Iambic, Trochaic and Anapaestic, 



IAMBIC MEASURE. 

Iambic measure is adapted to serious subjects* and cojnpntts 
verses of several kinds; such as, 

1 . Of four syllables, or two feet ; as, 

With rav-ish'd ears. 
The mdn-arch hears. 
It sometimes has an additional short syllable, making what is 
called a double ending ; as, 

Upon a moun-taln. 
Beside- a foun-tafot, 

2. Of three iambics, or six syllables ; as, 

Aloft - in aw-ful state, 
The god - like he-ro sat. 
Our hearts-no long-er lan-guish. An additional syllable, 

3. Of eight syllables, or four iambic feet; as, 

And may - at last - my wea-n/ age, 
Find out - the peace-ful her-mitage. 

phasis and pause the meaning of the sentence, while tone refers to 
the feeling of the speaker. 

* So called from the resemblance which the movement of the 
tongue, in reading verse, bears to the motion of the feet in walking 

t A single line is called a verse. In rhyme, two lines are called 
a couplet; and three ending with the same sound, a triplet. 

X The marks over the vowels show, that a trochee consists of a 
long and a short syllable, i. e. the first syllable is accented, and the 
last unaccented. The iambic has the first syllable short, and tfce 
last long, &c, 

q 2 



186 AMERICAN GRAMMAR. 

4, Of ten syllables, or five feet ; called hexameter, heroic or tragic 
verse; as, 

The stars * shall fade away,- the sun himself 
Grow dim - with age, - and na-ture sink - in years. 
Sometimes the last line of a couplet is stretched out to twelve 
tyllables, or six feet, and then it is called an Alexandrine verse; aa 

For thee - the land - in fra-grant flovv'rs - is drest : 

For thee - the o-cean smiles, - and smooths - her w&-vy breast. 

5, Of verses containing alternately four, and three feet ; this is tht 
measure commonly used in psalms and hymns ; as, 

Let saints - below, with sweet - accord, 

Unite - with those - above, 
in sol-emn lays, - to praise - their king, 

And slng-hls dy-ing love. 

Verses of this kind were anciently written in two lines, each con- 
taining fourteen syllables. 

TROCHAIC MEASURE. 

This measure is quick and lively, and comprises verses. 
Some of one trochee, and a long syllable, and some of two tto- 
t-hees ; as, 

Tumult - cease, On the • mountain} 

Sink to - peace. By a - fountain. 

2 Of two feet or two trochees, xoith an additional long sylla- 
ble ; as. 

In the - days of- old, 
Stories - plainly - told. 

3, Of three trochees, or three, and an additional long syllable; as 

When our - hearts are - mourning, 
Lovely - lasting - peace of— mind, 
Sweet de-light of- human - kind. 

4, Of four trochees or eight syllables ; as, 

Now the - dreadful - thunder's - roaring! 

5„ Of six trochees or twelve syllables; as, 

On a - mountain, - stretch'd be - neath a - hoary - wlll6w } 
Lay a - shepherd - swain, and - view'd the - rolling - billow. 

Those trochaic measures that are very uncommon, have beea 

omitted. 

ANAPAESTIC MEASURE. 

1. Of two anapaests, or two and an unaccented syllable ; at, 

But his cour-age 'gan fail, 
For no arts could avail. . 
Or, Then his cour-age 'gan fail -- him, 
For no arts - could avail -- him. 

2 Of three anapaests, or nine syllables; as, 

ye woods - spread your branch-es apace g 
To your deep-est recess-es I fly ; 

1 would hide with the beasts , of the chase ; 

I would van-ish from every eye, 



AMEBIC AN GRAMMAR. 187 

Sometimes a 3yllable is retrenched from the first foot ; as, 
YS shep-herds so cheer-ful and gay, 
Whose flocks - never care-lessly roam. 
3. Of four anapaests, or twelve syllables ; as } 

Tis the voice • of the slug-gard ; I hear him complain, 
You have wak'd - me too soon, - I must slura-ber again. 
Sometimes an additional short syllable is found at the end ; ae. 
On the warm cheek of youth, - smiles and ros-es &re blend-tn^. 
The preceding are the different kinds of the principal* feet, in 
their more simple forms ; but they are susceptible of numerous va- 
riations, by mixing them with one another, and with the secondary 
feet.- The following lines may serve as an example : — 
Spon. Amph. Dact. lam. 

Time shakes - the stable - tyranny - of thrones, &c» 
Where is - to-morrow? - in anoth-er world. 
She all - night long - her am-orous des-ciint sung. 
Innu-merable - before - th' Almighty's throne. 
That on - weak wings - from far - pursues - your flight. 

FIGURES OF SPEECH. 

A Figure of Speech is a mode of speaking, in which a word or 
sentence is to be understood in a sense different from its most com- 
mon and literal meaning. 

The principal Figures of Speech are. 

Personification, Sy-nec'do-che, 

Simile, Antithesis, 

Metaphor, Climax, 

Allegory, Exclamation, 

Hy-per'bo-le, Interrogation, 

Irony, Apostrophe, 

Metonomy, Pleonasm. 

Prosopopceia, or Personification, is that figure of speech by which 
we attribute life and action to inanimate objects ;_ as, The sea saw 
it and fled. 

A similb expresses the resemblance that one object bears to ano- 
ther ; as, He shall be like a tree planted by the rivers of icattr. 

A metaphor is a simile without the sign, (like, or as, &c.) of com- 
parison ; as, He shall be a tree planted by, <^c. 

An allegory is a continuation of several metaphors, so connected 
in sense, as to form a kind of parable or fable ; thus, The people of 
Israel are represented under the image of a vine ; Thou hast brought 
a vine out of Egypt, fyc. Ps. Ixxx. 8 to 17. 

An hyper'bole is a figure that represents things as greater or less, 
better or worse, than they really are ; as, When David says of Saul 
and Jonathan, They were swifter than eagles, they were stronger 
than lions. 

* Iambus, trochee, and anapaest, may be denominated principal 
feet : because pieces of poetry may be wholly, or chiefly formed of 
any of them. The others may be termed secondary feet ; because 
their chief use is to diversify the numbers and to improve the verses . 



188 AMERICAN GRAMMAR. 

Irony is a figure by which we mean quite the contrary of what 
we say ; as, When Elijah said to the worshippers of Baal ; Cry 
aloud, for he is a god, fyc. 

Metonomy is the substitution of one word for another by a figure 
of speech; as, He died by the steel, The kettle boils, The hause 
has come to order. 

Synecdoche is the putting of a part for the whole, or the whole for 
a part; as, A man should be just. 

Antithesis is a figure of speech which presents one thing in con- 
trast with another; as, Think ye that he would desire his brother 
to live and yet administer poison ? 

Climax is a figure of speech which carries us regularly np to tlm 
highest point of the subject; as, The boy despises the infant; the 
man, the boy ; the philosopher, the man; and the christian, all! 

Exclamation is a figure of speech expressive of some sudden 
or strong emotion ; as, O Liberty, thou wast once delightful to 
every Swiss ! 

Interrogation is a figure of speech in which we boldly and forci- 
bly declare or deny in the form of an interrogation ; as, Am I not 
free? Can the blind see ? 

Apostrophe is a figure of speech in which we address things and 
absent persons; as, O, balmy sleep, thou like the world, thy ready 
visit pay'st, where fortune smiles. 

Pleonasm is a figure of speech by which more words are used 
than are necessary for the expression of the ideas ; as, He returned 
back. 



APPENDIX TO SENTENSICS. 
Sentensics are regular, irregular and common, 

1. The sentensic which forms its perfect tense by 
affixing d to e, or ed to the present tense, is regular^ as, 
move, moverf: laugh, laughed. 

2. The sentensic which forms its perfect tense, in 
any way which differs from the regular method, is 
irregular, as, is, was, go, went. 

3. The sentensic which forms its perfect tense in the 
regular, and in some irregular way also, is common; as, 
bend, bended, or bent, bent. 

1. The pure conjunctive form belongs only to those sentensics 
which have three tense variations; or more properly speaking* 
which have a conjunctive form in addition to two tense ones; as, 
write, wrote, written. 

2. The impure conjunctive form belongs exclusively to those* 
sentensics which have no conjunctive form but their present, or per- 
feet tense ; &s,pnt, walked. — (See p. 71.) 

FIRST CLASS OF IRREGULAR SENTENSICS, 





Univocal kind. 




Away 
Beset 


Burst Dispread 
Cast Forecast 


Lo 
Must 



AMERICAN GRAMMAR. 



189 



Bet 


Chat 


Hit . 


Off 


Beware 


Cost 


Hurt 


Ought 


Bespread 


Cut 


Let 


Put 


Rid 


Shut 


Thrust 


Wist 


Set 


Split 


Up 


Wit 


Shed 


Spread 


We 


Wot 


Shred 


Sweat 






SECOND CLASS OF IRREGULAR SENTENSICS, 




Duplicate kind. 




Present Tense 


. Perfect Tense. 


Present Tense 


. Perfect Tense 


Abide 


abode* 


Ride 


rode 


Behold 


beheld 


Say 


said 


Beseech 


besought 


Seek 


sought 


Bind 


bound 


Sell 


sold 


Bleed 


bled 


Send 


sent 


Breed 


bred 


Shoe 


shod 


Bring; 


brought 


Shoot 


shot 


Buy 


bought 


Shrink 


shrunk 


Feed 


fed 


Sink 


sunk 


Feel 


felt 


Sit 


sat 


Fight 


fought 


Sleep 


slept 


Find 


found 


Sling 


slung 


Flee 


fled 


Slink 


slunk 


Fling 


flung 


Speed 


sped 


Get 


got 


Spend 


spent 


Grind 


ground 


Spin 


spun 


Have 


had 


Spring 


sprung 


Hear 


heard 


Stand 


stood 


Hold 


held 


Stick 


stuck 


Keep 


kept 


Sting 


stung 


Lay 


laid 


Stink 


stunk 


Lead 


led 


String 


strung 


Leave 


left 


Sweep 


sw r ept 


Lend 


lent 


Swing 


swung 


Lose 


lost 


Teach 


taught 


Make 


made 


Tell 


told 


Mean 


meaijt 


Think 


thought 


Meet 


met 


Weep 


wept 


Pay 


paid 


Win 


won 


Read 


read 


Wind 


wound 


Rend 


rent 


Wring 


wrung. 



The sentensics of this class have the impure conjunctive form , 



190 



AMERICAN GRAMMAR. 



THIRD CLASS OF IRREGULAR INSENTENSICS. 



Present. 

Am 

Are 

Arise 

Art 

Awake 

Bear (to 

Bear (to 

Begin 

Be 

Blow 

Break 

Choose 

Come 

Do 

Draw 

Drive 

Drink 

Fall 

Fly 

Forbear 

Forsake 

Freeze 

Give 

Go 

Grow 

Know 

Is 

Lade 

Lie 

Partake 

Rise 

Run 

See 

Shake 

Slay 

Slide 

Smite 



Triplicate kind. 




These have the pure conjunctive form 


Perfect. 


Pure conj.form 


was 


has been 


were 


has been 


arose 


had arisen 


wast 


have been 


awoke 


hath awaken 


carry) bore 


is borne 


bring forth) bare 


was born 


began 


had begun 


was 


has been 


blew 


hath blown 


broke 


had broken 


chose 


have chosen 


came 


hath come 


did 


was done 


drew 


have drawn 


drove 


has driven 


drank 


has drunk 


fell 


have fallen 


flew 


had flown 


forebore 


had foreborne 


forsook 


had forsaken 


froze 


had frozen 


gave 


have given 


went 


have gone 


grew 


have grown 


knew 


has known 


was 


has been 


laden 


ivas laden 


lay 


has lain 


partook 


have partaken 


rose 


have risen 


ran 


have run 


saw 


have seen 


shook 


have shaken 


slew 


have slain 


slid 


have slid den 


smote 


have smitten 



AMERICAN GRAMMAR. 



191 



had spoken 
had stolen 
have stridden 
have striven 
have sworn 
is taken 
was torn 
art thrown 
are trodden 
am worn 
ivere woven 
has written 



FOURTH CLASS OF IRREGULAR SENTENSICS* 

Optional kind. 

As the pure conjunctive form of the^entensics of this class, has 
begun to grow obsolescent, it is optional with the writer and speaker 
to use this form after be and have, or the imperfect tense, which 9 
in the absence of the pure conjunctive, becomes the impure con- 
junctive form of these words; as, I have chid, or I have chidden, 



Speak 


spake 


Steal 


stole 


Stride 


strode 


Strive 


strove 


Swear 


swore 


Take 


took 


Tear 


tore 


Throw 


threw 


Tread 


trod 


Wear 


wore 


Weave 


wove 


Write 


wrote 



Beat beat 

Bid bade, bid 

Bite bit 

Cleave (to split) clove, cleft 



Chide 

Eat 

Forbid 

Forget 

Hide 

Ring 

Sing 

Spit 

Spring 

Strike 

Swim 



chid 
eat, ate 



have beaten, beat 
have bidden, bid 
have bitten, bit 
have cleft, cloven 
have chidden, chid 
have eaten 



forbade, forbid have forbidden, forbid 



forgot is forgotten, forgot 

hid, was hidden, hid 

rang, rung had rung 

sang, sung are sung 

spat, spit have spitten, spat 

sprang, sprung is sprung 

struck art struck, stricken 

swam, swum has swum. 

FIFTH CLASS OF SENTENSICS. 

Second class of the optional kind, 

COMMON KIND. 

They are both regular and irregular; as, I built a house, 1 
builded a house. 



Present tense. 
Bend 



Perfect tense, 
bent 



C. Form, 
is bent 



192 



AMERICAN GRAMMAR* 



Bereave - 


bereft 


is bereft 
has built 


Build 


built 


Catch 


caught 


caught 


Clothe 


clad 


clad 


Crow 


crew 


crowed 


Dare 


durst 


dared* 


Deal 


dealt 


dealt 


Dig 


dug 


dug 


Dwell 


dwelt 


dwelt 


Engrave 


engraved 


engraven, p, e. 


Gild 


gilt 


gilt 


Gird 


girt 


girt 


Grave 


graved 


graven p. c. 


Hang 


hanged 


hangedf 


Hew 


hewed 


hewn p. c. 


Knit 


knit 


knit 


Load 


loaded 


laden j}. c. 


Mow 


mowed 


mown/?, e 


Quit 


quit 


quit 


Rive 


rived 


riven/), e 


Saw 


sawed 


sawn/), c. 


Shape 


shaped 


shapen /). f. 


Shave 


shaved 


shaven/), c. 


Shear 


sheared 


shorn/), c. 


Shine 


shined 


shone p. c. 


Shaw 


shew 


shown/), c. 


Slit 


slit 


slit 


Sow 


sowed 


sown/), c. 


Spill 


spilt 


spilt 


Strow 


strew 


strown p. s. 


Swell 


swelled 


swollen/), c. 


Thrive 


thrived 


thriven/), c. 


Wax 


waxed 


waxen/), c, 


Work 


wrought 


wrought 


Wring 


wrung 


wrung 



* Dare f to challenge, is always regular. 

f Hang f to take away life by hanging, is regular; as ? the robber 
was hanged : but the gown was hung up. 

i 



